TAE40116 Cert IV: Assessment Guide for Design and Development

This assessment guide supports the TAE40116 Certificate IV in Training and Assessment, focusing on the design and development of learning programs. It covers competency-based assessment principles, including validity, reliability, and flexibility, and addresses the dimensions of competency: task skills, task management skills, contingency management skills, and job role and environment skills. The guide includes reasonable adjustment strategies for learners with disabilities and outlines the units of competency, such as TAEDES401, TAEDES402, and TAELLN411, with links to the TGA website for complete details. Practical assessments involve case studies and projects related to training needs analysis and program evaluation, providing a comprehensive framework for assessors and learners. Desklib provides this document along with a wealth of study tools and solved assignments to assist students.

TAE40116 Certificate IV
in Training and
Assessment
Design Cluster
Version 1.6 Produced 13 September2018
Copyright © 2017 Compliant Learning Resources. All rights reserved. No part of this publication
may be reproduced or distributed in any form or by any means, or stored in a database or retrieval
system other than pursuant to the terms of the Copyright Act 1968 (Commonwealth), without the
Assessment Workbook 1

prior written permission of
Compliant Learning Resources
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Version control & document history
Date Summary of modifications
made Version
13 April 2016 Version 1 final produced
following assessment validation. v1.0
7 February
2017
Updated Questions and Case
Studies to meet External
Validation recommendations
v1.1
17 May 2017
Updated Questions and Case
Studies to meet updates in
Learner Guide
v1.2
18 July 2017
Updated Questions # 4, 7, 23
Updated mapping to include
Foundation Skills
Restructured Case Studies to
meet Internal Validation
recommendations
v1.3
14 August 2017
Minor corrections in Learning
Program templates
Restructured tasks to meet Oral
Communication foundation skill
v1.4
30 May 2018 Updated link for Implementation
Guide in Project 5 V1.5
13 September
2018
added a comment on Case Study
1 Project 1 Task 1 v1.6
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TABLE OF CONTENTS
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Introduction...................................................................................................5
What is competency based assessment.........................................................5
Definition of competency...............................................................................6
The Basic Principles of Assessing Nationally Recognised Training..............6
The Dimensions of Competency....................................................................7
Reasonable Adjustment.................................................................................8
The Units of Competency............................................................................10
Context for Assessment...............................................................................11
Assessment Requirements..........................................................................11
Assessment Methods...................................................................................12
Resources Required for Assessment...........................................................13
Instructions to Assessor..............................................................................13
Instructions to Student................................................................................14
Assessment Workbook Cover Sheet............................................................15
Knowledge Assessment...............................................................................16
Practical Assessments.................................................................................49
The practical assessment demonstrates the skills required for the
following units of competency covered in this workbook:.......................49
1. TAEDES401 Design and develop learning programs........................49
2. TAEDES402 Use training packages and accredited courses to meet
client needs..............................................................................................49
3. TAELLN411 Address adult language, literacy and numeracy skills..49
Case Study 1 – Catering Assistant Training......................................50
Project 1 – Conduct Training Needs Analysis 1......................................53
Project 2 – Design and Develop Learning Program 1.............................65
Project 3 – Evaluate Learning Program..................................................84
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Case Study 2 – Housekeeping Assistant Training............................89
Project 4 – Training Needs Analysis 2.....................................................92
Case Study 3 – Cascade Peak Training Institute............................100
Project 5 – Design and Develop Learning Program 2...........................104
Workbook Checklist..................................................................................122
Design Cluster - Assessment Workbook Results FormError! Bookmark not
defined.
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INTRODUCTION
Assessment is a difficult process – we understand this and have developed
a range of assessment kits, such as this, to facilitate a seamless process
for both the assessor and the learner being assessed.
There are a number of characteristics of assessment, ranging from
subjective assessment (which is based on opinions and feelings), to
objective assessment (which is based clearly on defined processes and
specific standards). Nearly all assessment involves a mixture of both types
of assessment because it is almost impossible to eradicate the subjectivity
humans carry into the process of assessing. The goal in developing and
implementing these assessment kits is to work towards the objective end
as far as possible and to reduce the degree of opinions and feelings
present.
WHAT IS COMPETENCY BASED ASSESSMENT
The features of a competency based assessment system are:
 It is focused on what learners can do and whether it meets the
criteria specified by industry as competency standards.
 Assessment should mirror the environment the learner will
encounter in the workplace.
 Assessment criteria should be clearly stated to the learner at the
beginning of the learning process.
 Assessment should be holistic. That is, it aims to assess as many
elements and/or units of competency as is feasible at one time.
 In competency assessment, a learner receives one of only two
outcomes – competent or not yet competent.
 The basis of assessment is in applying knowledge for some purpose.
In a competency system, knowledge for the sake of knowledge is
seen to be ineffectual unless it assists a person to perform a task to
the level required in the workplace.
 The emphasis in assessment is on assessable outcomes that are
clearly stated for the trainer and learner. Assessable outcomes are
tied to the relevant industry competency standards where these
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exist. Where such competencies do not exist, the outcomes are
based upon those identified in a training needs analysis.
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DEFINITION OF COMPETENCY
Assessment in this context can be defined as:
 The fair, valid, reliable and flexible gathering and recording of
evidence to support judgement on whether competence has been
achieved. Skills and knowledge (developed either in a structured
learning situation, at work, or in some other context) are assessed
against national standards of competence required by industry, rather
than compared with the skills and knowledge of other learners.
THE BASIC PRINCIPLES OF ASSESSING
NATIONALLY RECOGNISED TRAINING
Developing and conducing assessment, in an Australian vocational
education and training context, is founded on a number of basic
conventions:
The principles of assessment
 Assessment must be valid
- Assessment must include the full range of skills and
knowledge needed to demonstrate competency.
- Assessment must include the combination of knowledge
and skills with their practical application.
- Assessment, where possible, must include judgements
based on evidence drawn from a number of occasions and
across a number of contexts.
 Assessment must be reliable
- Assessment must be reliable and must be regularly
reviewed to ensure that assessors are making decisions in
a consistent manner.
- Assessors must be trained in national competency
standards for assessors to ensure reliability.
 Assessment must be flexible
- Assessment, where possible, must cover both the on and
off-the-job components of training within a course.
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- Assessment must provide for the recognition of
knowledge, skills and attitudes regardless of how they
have been acquired.
- Assessment must be made accessible to learners though a
variety of delivery modes, so they can proceed through
modularised training packages to gain competencies.
- Assessment must be mutually developed and agreed upon
between assessor and the assessed.
- Assessment must be able to be challenged. Appropriate
mechanisms must be made for reassessment as a result of
challenge.
(Sourced and adapted from: Standards for RTOs 2015, Clauses 1.8 – 1.12)
The rules of evidence (from Training in Australia by M Tovey, D Lawlor)
When collecting evidence there are certain rules that apply to that
evidence. All evidence must be valid, sufficient, authentic and current;
 Valid
- Evidence gathered should meet the requirements of the
unit of competency. This evidence should match or at
least reflect the type of performance that is to be
assessed, whether it covers knowledge, skills or attitudes.
 Sufficient
- This rule relates to the amount of evidence gathered It is
imperative that enough evidence is gathered to satisfy
the requirements that the learner is competent across all
aspects of the unit of competency.
 Authentic
- When evidence is gathered the assessor must be
satisfied that evidence is the learner’s own work.
 Current
- This relates to the recency of the evidence and whether
the evidence relates to current abilities.
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THE DIMENSIONS OF COMPETENCY
The national concept of competency includes all aspects of work
performance, and not only narrow task skills. The four dimensions of
competency are:
 Task skills
 Task management skills
 Contingency management skills
 Job role and environment skills
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REASONABLE ADJUSTMENT
Adapted Reasonable Adjustment in teaching, learning and assessment for
learners with a disability - November 2010 - Prepared by - Queensland VET
Development Centre
Reasonable adjustment in VET is the term applied to modifying the learning
environment or making changes to the training delivered to assist a learner
with a disability. A reasonable adjustment can be as simple as changing
classrooms to be closer to amenities, or installing a particular type of
software on a computer for a person with vision impairment.
Why make a reasonable adjustment?
We make reasonable adjustments in VET to make sure that learners with a
disability have:
 the same learning opportunities as learners without a disability
 the same opportunity to perform and complete assessments as those
without a disability.
Reasonable adjustment applied to participation in teaching, learning
and assessment activities can include:
 customising resources and assessment activities within the training
package or accredited course
 modifying the presentation medium learner support
 use of assistive / adaptive technologies
 making information accessible both prior to enrolment and during the
course
 monitoring the adjustments to ensure learner needs continue to be
met.
Assistive / Adaptive Technologies
Assistive / adaptive technology means ‘software or hardware that has been
specifically designed to assist people with disabilities in carrying out daily
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activities’ (World Wide Web Consortium - W3C). It includes screen readers,
magnifiers, voice recognition software, alternative keyboards, devices for
grasping, visual alert systems, digital note takers.
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IMPORTANT NOTE
Reasonable adjustment made for collecting candidate assessment evidence
must not impact on the standard expected by the workplace, as expressed
by the relevant Unit(s) of Competency. E.g. If the assessment was gathering
evidence of the candidates competency in writing, allowing the candidate to
complete the assessment verbally would not be a valid assessment method.
The method of assessment used by any reasonable adjustment must still
meet the competency requirements.
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THE UNITS OF COMPETENCY
The units of competency specify the standards of performance required in
the workplace.
This assessment addresses the following units of competency from
TAE40116 Certificate IV in Training and Assessment:
TAEDES401 Design and develop learning programs
1. Define parameters of the learning program.
2. Work within the vocational education and training (VET)
policy framework.
3. Develop program content.
4. Design the structure of the learning program.
TAEDES402 Use training packages and accredited courses to meet
client needs
1. Select appropriate training package or accredited course.
2. Analyse and interpret the qualifications framework.
3. Analyse and interpret units of competency and accredited
modules.
4. Contextualise units and modules for client applications.
5. Analyse and interpret assessment Marking Requirements.
This subject also partially addresses the requirements of:
TAELLN411 Address adult language, literacy and numeracy skills
1. Analyse LLN requirements.
2. Select and use resources and strategies to address LLN skill
requirements.
3. Use specialist support where required.
4. Evaluate effectiveness of learning support and assessment
strategies in addressing LLN requirements.
For complete copies of the above units of competency:
Download them from the TGA website: www.training.gov.au
www.training.gov.au/Training/Details/TAEDES401
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www.training.gov.au/Training/Details/TAEDES402
www.training.gov.au/Training/Details/TAELLN411
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CONTEXT FOR ASSESSMENT
Gather evidence to demonstrate consistent performance in conditions that
are safe and replicate the workplace. Conditions must be typical of those
experienced in the training and assessment environment, and include
access to competency standards or accredited courses relevant to the
learning programs.
ASSESSMENT REQUIREMENTS
The assessment requirements specify the evidence and required conditions
for assessment.
Each unit of competency can be unbundled to reveal three key assessment
components:
1. Performance Evidence
- describes the subtasks that make up the element of the unit
2. Knowledge Evidence
- describes the knowledge that must be applied in understanding the
tasks described in the elements
3. Assessment Condition
- describes the environment and conditions that assessments must
be conducted under
The associated assessment method in this kit covers all of these components
as detailed in the matrix to follow:
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Units of
Competency
Assessment Activities
TAEDES401
TAEDES402
TAELLN411
Knowledge assessment  
Case studies   
ASSESSMENT METHODS
1. Written questions
- Written assessments to test students’ understanding of
underpinning knowledge, concepts and/or theories relevant to the
units of competency included in this subject
2. Case Studies
- Detailed scenarios and simulated environments providing all
necessary information required to complete relevant tasks and
activities
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RESOURCES REQUIRED FOR ASSESSMENT
Inspire Education to provide:
 Learner guides and supplementary learning resources
 Templates needed for activities such as training needs analysis,
session planning, competency mapping and evaluation.
 Training products, such as training packages and accredited course
documentation
 Case studies and simulations
 LLN Specialist support
 Access to:
o Information about work activities
o Documentation and resources required to complete case study
tasks and projects
The student to provide:
 Computer with:
o Internet access through Google chrome
o MS Word, MS PowerPoint or equivalent applications
o Adobe Acrobat Reader
o Email access
 Workplace-specific tools, equipment, materials and industry
software packages (where applicable)
Design Cluster Assessment Requirements:
For this cluster, the student will need access to:
 Training package components developed to meet the Standards for
Training Packages, and those developed to meet the requirements of
the Training Package Development Handbook.
 competency standards or accredited courses, that cover at least one
entire unit of competency or accredited course module
 an LLN specialist
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INSTRUCTIONS TO STUDENT
This workbook is divided into two parts:
1) Knowledge Assessment
- This consists of written questions that will assess your competence
relevant to the knowledge requirements of the units included in
this subject
2) Practical Skills Assessment
- This consists of 5 projects that you will be completing through 3
case studies. The case studies will provide you scenarios that will
allow you to demonstrate your knowledge and skills relevant to the
requirements of the units included in this subject.
 Case Study 1: Catering Assistant Training
o Project 1: Conduct training needs analysis 1
o Project 2: Design and develop learning plan 1
o Project 3: Evaluate Learning Program
 Case Study 2: Housekeeping Assistant Training
o Project 4: Conduct training needs analysis 2
 Case Study 3: Cascade Peak Performance Training Institute
o Project 5: Design and develop learning plan 2
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ASSESSMENT WORKBOOK COVER SHEET
WORKBOOK: WORKBOOK 1
TITLE: Design Cluster
FIRST AND SURNAME: LalehNemati
PHONE:
EMAIL:
Please read the Candidate Declaration below and if you
agree to the terms of the declaration sign and date in
the space provided.
By submitting this work, I declare that:
 I have been advised of the assessment requirements, have been made
aware of my rights and responsibilities as an assessment candidate,
and choose to be assessed at this time.
 I am aware that there is a limit to the number of submissions that I can
make for each assessment and I am submitting all documents required
to complete this Assessment Workbook.
 I have organised and named the files I am submitting according to the
instructions provided and I am aware that my assessor will not assess
work that cannot be clearly identified and may request the work be
resubmitted according to the correct process.
 This work is my own and contains no material written by another
person except where due reference is made. I am aware that a false
declaration may lead to the withdrawal of a qualification or statement
of attainment.
 I am aware that there is a policy of checking the validity of
qualifications that I submit as evidence as well as the
qualifications/evidence of parties who verify my performance or
observable skills. I give my consent to contact these parties for
verification purposes.
Name:LalehNemati Signature: Date:
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KNOWLEDGE ASSESSMENT
1. From the list below, select four (4) statements that are true about
Australian Qualifications Framework (AQF) guidelines.
☒
i. The AQF provides the standards for Australian
qualifications, comprising of the learning outcomes for
each AQF level.
☐ ii. The AQF has seven (7) AQF qualification levels.
☒ iii. The AQF lists the requirements for issuance of AQF
qualifications.
☒
iv. The AQF Qualification Types enclosed in the AQF are
further defined by the learning outcomes, knowledge, and
skills students are expected to have upon completing their
coursework.
☐ v. The volume of learning is 3 - 4 years across all AQF levels.
☒
vi. The AQF Levels describe the complexity, depth of
achievement and autonomy required to achieve a
qualification at each level.
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2. Below are four (4) AQF qualification types:
a. Certificate III
b. Diploma
c. Bachelor Degree
d. Master’s Degree
Match them to their correct descriptions listed in the table below.
AQF Qualification Description
D
i. Graduates at this level will have advanced and integrated
understanding of a complex body of knowledge in one or
more disciplines or areas of practice.
C
ii. Graduates at this level will have broad and coherent
theoretical and technical knowledge with depth in one or
more disciplines or areas of practice.
A
iii. Graduates at this level will have factual, technical,
procedural and some theoretical knowledge of a specific
area of work and learning.
B
iv. Graduates at this level will have technical and theoretical
knowledge in a specific area or a broad field of work and
learning.
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3. Match the following AQF levels to their correct characteristics/overview.
a. Level 1
b. Level 3
c. Level 4
d. Level 7
AQF Qualification Characteristics/Overview
d- Level 7-
Bachelor
Degree
i. Graduates at this level will have well developed
cognitive, technical and communication skills to
select and apply methods and technologies to
analyse and evaluate information to complete a
range of activities.
c-Level 4-
Certificate IV
ii. Graduates at this level will have a broad range of
cognitive, technical, and communication skills to
select and apply a range of methods, tools, materials
and information to complete routine and non-routine
activities.
a-Level 1-
Certificate I
iii. Graduates at this level will have foundational
cognitive, technical and communication skills to
undertake defined routine activities.
b-Level 3-
Certificate III
iv. Graduates at this level will have a range of
cognitive, technical and communication skills to
select and apply a specialised range of methods,
tools, materials, and information to complete routine
activities.
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4. Complete the table below.
List at least one (1) role, function, and responsibility for each key VET
organisation listed below.
Role Function Responsibility
Council of
Australian
Government
s (COAG)
COAG is the
highest
intergovernmenta
l forum in
Australia that
initiates,
develops,
maintain and
implement policy
reform.
COAG Councils work
together on issue of
shared interest
Overseeing VET
policy in Australia
Australian
Skills
Quality
Authority
(ASQA)
National
regulatory body
that ensure of
quality of VET
sector
Registering training
provider as “registered
training organisation”
Auditing RTO to ensure
comply with conditions
and standards for
registration
Ensure the quality
of VET providers,
accredited courses,
CRICOS and ELICOS
providers.
Australian
Industry
Skills
Committee
(AISC)
Was established
by the Industry
and Skills Council
to establish
industry-led
leadership in VET
sector
Advise on the
implementation of
national training
policies
Was established by
the CISC to
established
industry-led
leadership in the
VET sector and
advise the council
on policy to reform
that affect industry
competiveness and
skill development.
Skills
Services
Organisation
s (SSOs)
Independent
professional
service
organisations
which support IRC
by providing them
advice, funding,
assistance with
development of
training package
Provide support to
several IRCs
providing them
advice, funding,
assistance with
development of
training package
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Industry
Reference
Committees
(IRCs)
Made up of
industry experts
who review and
develop training
packes
Oversee the
development and
review of training
packages in term of
AISC requirement
Inform the content
of training packages
Work together with
SSOs to ensure
support materials
reflect current
industry practice,
trends and
workplace reality
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5. From the statements below, select three (3) statements that accurately
describe the responsibilities of the Victorian Registration and
Qualifications Authority (VRQA).
☒ i. Investigating complaints against VRQA registered
providers.
☐ ii. Accrediting vocational education and training (VET)
courses.
☒ iii. Regulating apprenticeships and traineeships in their
state.
☐ iv. Auditing of RTOs to ensure they comply with the
conditions and standards for registration.
☒ v. Registering training organisations.
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6. Match the following dimensions of competency to their correct
definitions:
a. Task Skills
b. Task Management Skills
c. Contingency Management Skills
d. Job/Role Environment skills
Definitions
D-Job/Role
Environment
Skills
i. Involves demonstrating the ability to deal with
responsibilities and expectations of the workplace,
including working with others.
B- Task
Management
Skills
ii. Managing multiple tasks at the same time to complete a
whole work activity.
A – Task Skills iii. Completing an individual task, to an expected standard
within the workplace.
C-
Contingency
Management
Skills
iv. Responding to problems or issues that arise in the
workplace or while completing a task.
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7. Below is an excerpt from the Accredited Course Template from ASQA.
Complete the information required. The first item has been done for you.
Section A: Copyright and course classification information
1. Person in respect
of whom the
course is being
accredited
Provide the name of the legal entity or individual who is
the Copyright Holder of the course being submitted for
accreditation.
2. Address
Provide street, postal and email address of the Copyright
Holder
Example:
Mr P D James
Managing Director
KER Professional Services Pty Ltd
270 Queens Parade
SUBURB NSW Postcode
Postal address
PO Box 111111
SUBURB NSW Postcode
Email address:
[e-mail]
3. Type of submission Initial accredited/ Renewal of accreditation
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4. Copyright
acknowledgement
Enterprise units:
If units have been developed for inclusion in the course,
provide copyright details
Example:
The copyright owner of the units of competency developed
for inclusion in this course is [insert name of legal].
Training package units
If units of competency have been imported from training
packages, the following text must be included:
The following unit (s) of competency:
 [code and title]
 [code and title]
 [code and title]
 [code and title]
are from the [title] Training Package administered by the
Commonwealth of Australia.
© Commonwealth of Australia
Units from other accredited courses
If units of competency have been imported from another
accredited course, provide copyright details.
Example:
The copyright owner of the following unit(s) of competency
is [insert name of legal entity or individual]:
• [code and title]
• [code and title]
• [code and title]
5. Licensing and
franchise
Contact details for any licence or franchise requirements
If this course may be used under licence or franchise,
include
contact information for parties seeking information about a
licence/franchise arrangement.
Example:
[Course owner] will establish licensing or franchising
arrangements with interested parties and reserves the
right to levy a licensing or franchising fee. Information on
such arrangements can be obtained from [name and
contact details].
If no licence or franchise requirements apply, include the
following statement:
There are currently no licensing or franchising
arrangements in place for this course.
6. Course accrediting
body The Australian Skills Quality Authority (ASQA)
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7. AVETMISS information
Provide AVETMISS classification codes that describe the
industry, occupational group and field of education for the
course.
ANZSCO Code – 6 digits
[Australian and New
Zealand Standard
Classification of
Occupations]
Insert code and description
Example:
232111 Architect
ANZSCO codes can be
found at:
(link)
ASCED Code—4 digits
[Field of education]
Insert code and description
Example:
0401 Architecture and
Urban Environment
ASCED codes can be found
under the heading
education/broad and
narrow fields at:
(link)
National Course Code For ASQA use only – do not
enter data in this field.
8. Period of accreditation
For ASQA use only – do not enter date in this field.
Note: For renewal applications, the accreditation
commencement date will be the day after the current
course expires.
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8. From the statements below, select four (4) statements that correctly
describe the format and structure of the unit of competency and
assessment requirements.
☐ i. The assessment requirement is composed of a code, title,
prerequisite, and elements.
☒ ii. Following the correct format of assessment requirements,
the Performance Evidence comes before the Knowledge
Evidence.
☒ iii. Each unit of competency must be uniquely identified by the
combination of its code and title.
☒ iv. TAEDES401 Design and develop learning programs is an
example of a unit of competency.
☐ v. The unit of competency contains the qualification code,
qualification title, and qualification description.
☒ vi. Following the correct format of units of competency, the
Foundation Skills can be found underneath the Elements
and Performance Criteria.
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9. Match the following sections to their correct descriptions, then tick the
boxes on the right to identify whether the information provided are found
in the unit of competency in the assessment requirements.
a. Performance Criteria
b. Elements
c. Foundation Skills
d. Assessment Conditions
e. Knowledge Evidence
Description
Unit of
competence
Assessment
Requirement
D-
Assessmen
t
Conditions
i. Describe any mandatory conditions for
assessment, and specifies the
conditions under which evidence for
assessment must be gathered.
☐ ☒
A-
Performanc
e Criteria
ii. Describe the performance needed to
demonstrate achievement of the
element.
☒ ☐
C-
Foundation
Skills
iii. Describes language, literacy,
numeracy and employment skills that
are essential to performance.
☒ ☐
B -
Elements iv. Describe the essential outcomes. ☒ ☐
E-
Knowledge
Evidence
v. Describe what the individual must
know in order to safely and effectively
perform the work task described in the
unit of competency.
☐ ☒
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10. Consider the assessment requirements for the unit of competency:
SITHFAB004 – Prepare and serve non-alcoholic beverages.
Determine if the statements below are knowledge evidence, performance
evidence, or assessment conditions.
Write KE if it is a Knowledge Evidence
PE if it is a Performance Evidence, and
AC if it is an Assessment Condition.
Mapping: TAEDES402 KE5 (p), KE8 (p)
Learner Guide: Design Cluster Learner Guide, Chapter 3, 3.2 Training Package
Structure
Performanc
e Evidence
i. Prepare and present non-alcoholic beverages to meet
different customer requests, over a minimum of three
different service periods, including at least one peak
service period.
Assessmen
t
Conditions
ii. Skills must be demonstrated in an operational food and
beverage outlet. This can be: an industry workplace or a
simulated industry environment.
Knowledge
Evidence
iii. Major types and characteristics of non-espresso coffees,
teas and other non-alcoholic beverages specified in
performance evidence.
Knowledge
Evidence
iv. Range of options to meet specific customer preferences
relating to: brand, garnishes, glassware, ice, mixers,
strength, and temperature.
Assessmen
t
Conditions
v. Assessment must ensure access to fixtures and large
equipment.
Performanc
e Evidence
vi. Prepare above non-alcoholic beverages within commercial
timeframes and with consistent quality, volume and
appearance and in line with organisational procedures.
11. Below are terms used in Accredited Courses:
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a. Qualification level
b. Recognition given to the course
c. Assessor competencies
d. Pathways and articulation
e. Purpose of the Course
D-Pathway and
articulation
i. Provides details of potential pathways for course
participants following course completion into other
vocational education and training (VET) courses,
and provides details and confirmatory evidence of
any formalised articulation arrangements.
B-Recognition
given to the
course
ii. Provides details and confirmatory evidence of any
recognition given to the course by professional or
industry bodies where course completion may result
in membership of a professional body being granted.
E. Purpose of
the course iii. Where the intended vocational, community or
general education outcomes of the course are listed.
C-Assessor
Competencies
iv. It also provides details of and justify any specialist
vocational competency requirements for assessors
above the requirements in the Standards for
Registered Training Organisations (if applicable).
A-
Qualification
level
v. Describes how the intended course outcomes are
consistent with the AQF Qualification Type
Descriptor for the AQF level of the course.
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12. From the list below, select three (3) performance standards and
criteria, other than training packages, which can also be used as thebasis
of learning programs.
☒ i. Accredited courses
☒ ii. Industry standards
☐ iii. Standards for Registered Training (RTOs) 2015
☒ iv. ACSF guidelines
13. From the statements below, select three (3) statements that accurately
describe the functions oftraining packages and accredited courses as
benchmarks in a competency-based VET training and assessment system.
☒ i. Training packages set out the competencies but do not
prescribe how the training should be delivered
☒ ii. Training packages and accredited courses outline
competency standard benchmarks for training and
assessment.
☒ iii. Training packages and accredited courses detail the
requirements for assessors in competency based
assessment.
☐ iv. Training packages and accredited courses provide
RTO’s with assessment instruments (e.g. projects,
exams) for training and assessment.
14. From the list below, select four (4) processes that are followed inanalysing
and using competency standards for a range of applications and purposes in
meeting the needs of a diverse range of VET clients.
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☒ i. Conducting a training needs analysis (TNA) to identify
learning gaps.
☒ ii. Gathering information from client regarding desired
learning outcomes.
☒ iii. Gathering information from employee records such as
curriculum vitae and position descriptions.
☐ iv. Source and use any generic resources found online to
meet different client needs.
☒ v. Examining the dimensions of competency (tasks skills,
task management skills, contingency management
skills, and job or role environment skills)
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15. The following are terminologies used in training packages and
accredited courses. Match each terminology to their correct definitions.
a. Accredited course
b. Accredited unit
c. Competency standards
d. Foundation skills
e. Assessment strategy
Definitions
A-Accredited
course
i. A structured sequence of vocational education and
training that has been accredited by a state or territory
course accrediting body and leads to an Australian
Qualifications Framework (AQF) qualification or
statement of attainment.
C-
Competency
Standards
ii. Define the requirements for effective workplace
performance in a discrete area of work, work function,
activity or process.
B-Accredited
unit
iii. A single component of a qualification, or a stand-alone
unit, that has been accredited by the same process as
for a whole AQF qualification, also referred to as
“module”
D-Foundation
Skills
iv. The combination of English language, literacy and
numeracy skills and employability skills required for
participation in work, the community and education and
training.
E-Assessment
Strategy v. Describes how it effectively judges participants’
achievement of the outcomes.
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16. Write Y if the part of the training package is listed below can be
contextualised, and N if it cannotbe contextualised.
Parts of the Training Package
Y i. Units of competency
N ii. Performance criteria
N iii. Competency outcomes
N iv. Entry requirements
N v. Assessment conditions
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17. Match the following endorsed components of training packages to their
corresponding roles.
a. Qualifications
b. Units of competency
c. Assessment requirements
d. Credit arrangements
Roles of endorsed components of training packages
B-Unit of
competency
i. They specify the standards of performance required in
the workplace, they describe the work outcomes and
skills required by the industry.
D-Credit
Arrangements
ii. They specify the arrangements that exist between
training package qualifications and higher education
qualifications.
A-
Qualifications
iii. They specify the core and elective units of competency
combined into meaningful groups to meet workplace
roles, and aligned to vocational qualification levels
identified in the Australian Qualifications Framework
(AQF).
C-Assessment
Requirements
iv. They specify the performance evidence, knowledge
evidence and conditions for assessment for each unit of
competency.
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18. Match the following endorsed components of training packages to their
corresponding purpose.
a. Qualifications
b. Units of competency
c. Assessment requirements
d. Credit arrangement
Purpose of endorsed components of training packages
B-Units of
Competency
i. To provide a benchmark for the skills and knowledge a
person must be able to demonstrate to meet
competency.
A-
Qualifications ii. To provide a standard level of knowledge and skills
required in the industry for each AQF level.
C-Assessment
Requirements
iii. To provide guidance on the industry’s preferred
approach to assessment of required knowledge and
skills relevant to the unit.
D-Credit
Arrangement iv. They specify the performance evidence, knowledge
evidence and conditions for assessment for each unit of
competency.
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19. From the statements below, select three (3) statements that are true
about the Standards for Training Packages.
☒ i. Standard 4 of the Standards for Training Packages state
that units of competency specify the standards of
performance required in the workplace.
☒
ii. The purpose of the Standards for Training Packages is
to ensure that Training Packages are of high quality and
meet the workforce development needs of industry,
enterprises and individuals.
☒ iii. Quality assured companion volumes are components of
training packages, as per Standard 1 of Standards for
Training Packages.
☐ iv. According to the standards, training packages must
have ten (10) components.
☐
v. Standard 12 of the Standards for Training Packages
state that training packages are composed of
components as endorsed by the Australian Skills Quality
Authority (ASQA).
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20. From the list below, select three (3) relevant sources of information
about training packages.
☒ i. training.gov.au
☒ ii. Skills Services Organisations (SSOs)
☒ iii. myskills.gov.au
☐ iv. Job portals and advertisements
☐ v. National Skills Standards Council (NSSC)
21. From the list below, select the three (3) non-endorsed components of
training packages.
☒ i. Skill sets
☒ ii. Companion volumes
☒ iii. User guides
☐ iv. Units of competency
☐ v. Assessment requirements
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22. The following are statements about the differences and relationships
between separate training package and accredited courses, and learning
strategies and learning programs.
Write T if the statement is True and F if the statement is False.
True i. Courses cannot be accredited if they cover
qualifications or skill sets that are already addressed
by a nationally endorsed Training Package.
False ii. Training packages are accredited by the government,
while accredited courses are accredited by private
nationally recognised educational organisations.
True iii. Training packages are readily available online while
accredited courses need to be sourced from respective
course owners.
True
iv. Training packages and accredited courses are both
nationally-recognised and subject to quality and
regulatory frameworks. Training Packages are
developed by industry through IRCs and SSOs with
vocational skills and outcomes in mind. Accredited
Courses on the other hand can be developed by anyone
so long as it doesn’t overlap with existing courses or
Training Packages, and might not necessarily have
vocational outcomes.
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23. The following are statements about the differences and relationships
between learning strategies and learning programs.
Write T if the statement is True and F if the statement is False.
True
i. Learning plans are documents that help trainers to
create cohesive and integrated learning processes for
their learners, while learning strategies, also known as a
training and assessment strategy, are detailed
documents that outline the different processes that an
RTO will follow in delivering a Training Package or
Accredited Course within their scope
False ii. Learning programs may be complete unto itself or may
be a separate component within a learning strategy
False
iii. Learning strategies are used to develop a student’s
vocational competencies or skills, and help address any
gaps that arise between a learner’s knowledge and skills
and the competency standards.
True iv. Learning programs always include information about a
whole Qualification or Accredited Course.
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24. From the list below, select three (3) statements that are accurate
about the purpose of learning programs.
☒ i. Learning programs are used to develop vocational
competencies or skills.
☒ ii. Learning programs are used to meet industry
standards, legislation, licensing, or registration
requirements, or the requirements of a funding body.
☐ iii. Learning program is used to determine the knowledge
and skills of the trainer delivering the program.
☒ iv. Learning programs are used to address gaps between a
learner’s knowledge and skills, and competency
standards.
25. From the list below, selectthree (3) options that are included in the
focus of learning programs.
☒ i. Professional development
☒ ii. Workplace-based learning
☐ iii. Trainer feedback
☒ iv. Vocational learning
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26. From the list below, select three (3) statements which are correct
about principles of instructional design, according to M. David Merrill.
☒ i. Learning is promoted when learners are engaged in
solving real-world problems.
☒ ii. Learning is promoted when new knowledge is
integrated into the learner’s world.
☐ iii. Learning outcomes can always be achieved by utilising
generic content.
☒ iv. Learning is promoted when existing knowledge is
activated as foundation for new knowledge.
27. From the list below, select the instructional design principle that can
be best applied to an e-learning type of program.
Mapping: TAEDES401 KE6 (p)
Learner Guide: Design Cluster Learner Guide, Chapter 6, 6.4 Principles of
Instructional Design
☐ i. Incorporate a combination of group and individual
learning activities into your learning program.
☐ ii. Include assessment activities that require a significant
amount of assessor supervision.
☒ iii. Incorporate self-paced learning activities and reviews at
regular intervals throughout the learning program.
☐ iv. Focus only on third-party reports from learner’s
nominated observers.
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28. From the list below, select the two (2) instructional design principles
that are best applied to a face-to-face type of learning program.
☒ i. Incorporate a combination of group and individual
learning activities into your learning program.
☒ ii. Include assessment activities that require supervision.
☐ iii. Incorporate self-paced learning activities and reviews at
regular intervals throughout the learning program.
☐ iv. Focus only on third-party reports from learner’s
nominated observers.
29. Identify two (2) possible sources of learning and assessment materials.
i. External learning and assessment resource providers such as
Eduworks, Black Water
ii. Learning and assessment materials existing in the organisation
such as organisation Drive
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30. Identify two (2) examples and two (2) sources of pre-developed
activities which you can use in designing and developing learning
programs.
i. Example:
 Learning with the help of guiding resources for assessment
 Resources and materials provided in the learning programs
ii. Source:
 ASQA
 RTO Material
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31. Outline the methodology followed in developing the following:
i. New learning activities
ii. Related learning materials
i. Methodology for developing new learning activities:
 Identify the needs of the clients
 Identify the content of the activities involved
 Make consultation with the stakeholders for gathering
input
 Formulate activities suitable for the programme
 Provide a presentation of the activities
 Make evaluation
ii. Methodology for developing related learning materials
 Identify the requirements of the clients
 Make notes from relevant documents
 Engage in consultation with stakeholders for gathering
input
 Implement the activities
 Provide the related learning materials
 Evaluation
32. Outline the methodology followed in documenting learning activities
and related learning materials.
 Provide an affirmative situation about content of the program
 Arrange the contents into relevant pieces
 Make a sequence of the sessions
 Provide learning outcomes for every session
 Prepare activities and provide an allocation of the time
frames for every session
 Decide and allocate time frames for the delivery of research
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33. List three (3) modes and three (3) methods of delivering learning
programs.
i. Modes of delivery:
 Face to face
 Blended
 Distance resource-based
ii. Methods of delivery:
 Project
 Brainstorming
 Presentation
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34. Listed in the table below are policies, legal requirements, codes of
practice and national standards that impact training and assessment in
the VET sector. Identify whether these are a policy, legal requirement,
code of practice or national standard by writing:
P if it is a policy,
L if it is a legal requirement,
C if it is a code of practice, and
N if it is a national standard.
N-National
Standard i. Standards for Registered Training Organisations
L-Legal
Requirement ii. Financial Viability Risk Assessment Requirements
P-Policy iii. Australian Qualifications Framework
C – Code of
Practice iv. First Aid in the Workplace
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35. The following statements are about policies, legal requirements,
commonwealth legislation, codes of practice and national standards that
impact training and assessment in the VET sector.
Write T if the statement is True and F if the statement is False.
False i. The Fit and Proper Person Requirements only apply to
the executive officer of the applicant for registration as
an NVR registered training organisation
True
ii. The Australian Skills Quality Authority (ASQA) is the
national regulatory body that ensures the quality of
VET Providers, Accredited Courses, CRICOS and
ELICOS providers. It was established under the
National Vocational Education and Training Regulator
Act 2011.
True
iii. The VET Quality Framework (VQF) is the set of
nationally agreed quality assurance arrangements for
training and assessment services delivered by training
organisations.
True
iv. Compliance with the Standards for Registered Training
Organisations (RTOs) 2015 is a requirement for all
ASQA registered training organisations, and for
applicants seeking registration.
True v. ‘How to manage work health and safety risks’ is a Code
of Practice.
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36. The following are statements about commonwealth and state/territory
legislation.
Write T if the statement is True and F if the statement is False.
True i. The Vocational Education and Training Act 1996 is the
state legislation for VET in Western Australia.
False ii. The Vocational Education and Training
(Commonwealth Powers) Act 2010 is the state
legislation for VET in Queensland.
True iii. The Training and Skills Development Act 2008 is the
state legislation for VET in South Australia.
True iv. The Education and Training Reform Amendment
(Skills) Act 2010 is the current state legislation for VET
in Victoria.
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37. From the options below, select the three (3) options that are part of
your duty of care relating to work health and safety as relevant to your
role in designing learning programs.
☒ i. Collaborating and communicating with others to
identify and manage potential hazards of the learning
program.
☒ ii. Assessing risks posed by potential hazards of the
learning program.
☒ iii. Deciding on controls that will be implemented to reduce
or eliminate the likelihood of an incident once training
begins.
☐ iv. Ensuring that at least one of the training participants is
certified to administer first aid.
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38. Consider an industry or a workplace setting and a work role you are
familiar with.
a. Describe the WHS risks associated with working in this industry
and work role.
b. Discuss WHS considerations that you will need to incorporate if
you will be assigned to design learning program for this work role
and industry.
Guidance: Sample responses have been provided for your reference.
Sample responses: Your responses:
Industry/workplace Individual Support
Hospital industry
Work role Aged care worker
Nursing
Associated WHS
risks
Workers in this industry
are commonly exposed
to manual handling
hazards, infections, etc.
Possibility of acquiring diseases
from the sick people
WHS considerations
that must be
incorporated if you
are to design a
learning program for
this industry
When designing learning
program for aged care
workers, ensure that
learning program
includes requirements
for first aid to be readily
available during training
Using mouth guards and gloves,
aprons while taking care of the
patients
Washing hands with germ
disinfected soaps
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PRACTICAL ASSESSMENTS
The practical assessment demonstrates the skills required for the
following units of competency covered in this workbook:
1. TAEDES401 Design and develop learning programs
2. TAEDES402 Use training packages and accredited courses to
meet client needs
3. TAELLN411 Address adult language, literacy and numeracy
skills
This assessment will facilitate your completion of the following
requirements relevant to the units included in this cluster through the
following Projects:
 Case Study 1 – Catering Assistant Training
o Project 1 – Conduct training needs analysis 1
o Project 2 – Design and develop learning plan 1
o Project 3 – Evaluate Learning Program
 Case Study 2 – Housekeeping Assistant Training
o Project 4 – Conduct training needs analysis 2
 Case Study 3 – Cascade Peak Performance Training Institute
o Project 5 – Design and develop learning plan 2
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Case Study 1 – Catering Assistant Training
Case Study 1 provides you with a detailed scenario and all the information you will
require to complete Projects 1, 2, and 3:
 Project 1 – Conduct training needs analysis 1
 Project 2 – Design and develop learning plan 1
 Project 3 – Evaluate Learning Program
SCENARIO
Man Power Training Services (MPTS)
You work as a trainer for Man Power Training Services (MPTS), a Registered
Training Organisation offering vocational training services for a range of clients with
different training needs.
Best Jobs Incorporated (BJI) is a non-profit organisation that helps people gain
employment in the Retail and Hospitality Industries at entry level.
BJI has approached MPTS to develop training that will help participants qualify for
employment in various hospitality settings.
Your task is to conduct a training needs analysis that will provide participants with
the necessary qualification to apply for an entry level position as a catering assistant.
During your early consultation sessions with BJI, they requested that the following
elective units be included in the training:
SITHCCC001 Use food preparation equipment
SITXFSA001 Use hygienic practices for food safety
SITHCCC004 Package prepared foodstuffs
You are also required to create a learning program for the unit:
BSBWOR203 Work effectively with others
The training should take place over a twelve (12) month period [1200 hours, 52
weeks].
BJI’s contact details are:
[e-mail]
[phone]
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The training can be held at BJI’s training centre which has all the necessary
resources to conduct the training and assessment.
Note the following candidate information:
1. Matilda Jeffries – Works well independently and with others.
Matilda completed a Senior Secondary Certificate last year but
to date has no work history.
2. Norman Howard – Has been a client of BJI for 2 years;
however, this will be Howard’s first placement for training
purposes. Works well with others. Left school after year 10 two
years ago; based on reports, he was a very good student.
3. Yon Leong – Just arrived from overseas and has extensive
experience working as a kitchen hand. English is her second
language and has never been in a training situation previously.
Her written and spoken English skills are sufficient, but she
sometimes has trouble when asked to read long texts.
4. Robert Bentley – Robert has been unemployed for 3 years
following an accident. Previously Robert ran his own small
business which was retail based. Robert wants to re-build his
skills and has jumped at this opportunity.
5. EriTouma – Eri was born and raised in Japan. She moved to
Australia 1 year ago and has been studying English to help her
gain employment. Although she is able to understand written
English quite well, she is still having challenges conversing in
English.
6. ShintaroTouma– Shintaro was born and raised in Japan. He
and Eri are siblings. He moved to Australia about 6 months ago.
He is able to converse in English sufficiently; however, his
English reading and writing skills are quite poor.
7. Thomas Fjelbonde – Danish student in Australia. His English
reading and writing skills are sufficient; however, his English
conversational skills are still a bit problematic. Thomas is
enrolled in an English Bridging Program in preparation for
commencing his Bachelors Degree.
8. Sherry Santos – Filipino student in Australia. Sherry is in her
second year of university completing a Bachelors Degree in
Business.She is very proficient in the written and spoken
English. Before coming to Australia, she used to work weekends
at her family’s small retail business in the Philippines.
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All of the candidates have completed the LLN evaluation provided by BJI. They
have also mapped the results against the ACSF, the table of their results can be
found below.
Names Learnin
g
Readin
g Writing
Oral
Communicatio
n
Numerac
y
Matilda Jeffries 3 4 4 4 5
Norman Howard 4 4 4 4 4
Yon Leong 3 2 3 3 3
Robert Bentley 4 4 4 4 4
EriTouma 4 3 3 2 3
ShintaroTouma 3 2 2 3 3
Thomas Fjelbonde 4 3 3 2 3
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Sherry Santos 4 4 5 4 5
Other requirements of the client:
 Must be based on the qualification for catering assistant
 Must be in compliance with Man Power Training Services
Quality Assurance Policies located here:
MPTS Policy Manual
(Username: learner Password: studyhard)
 Must be in compliance with BJI’s Workplace Health and
Safety Policy located here:
BJI Workplace Health and Safety Policy
(Username: learnerPassword: studyhard)
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Project 1 – Conduct Training Needs Analysis 1
Project Overview
Project 1 will require you to complete a Work Role LLN Evaluation and
conduct a Training Needs Analysis for your client. Follow the
instructions below to complete the project.
To complete this project, you will need access to the following:
☐audio recording equipment
(phone, computer, etc.)
☐templates provided in this Project
☐a volunteer to play the role of your client
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Task 1
Determine the Work Role LLN Requirements of the training.
Using the job description and Work Role LLN Evaluation Form provided
in the links below, determine the Work Role LLN levels required for the
catering assistant role.
Catering Assistant Job Description
(Username: learner Password: studyhard)
Note that you can remove the ACSF levels that are not appropriate for
the training. For example, if you selected ACSF Level 2 for Reading, you
can remove the fields for Reading ACSF Level 1, 3 – 5 from the template
before submission. The same can be done for the other Foundation
Skills.
Once complete, save the Work Role LLN Evaluation Form as:
TAE40116 - Project 1 – WorkRoleLLNForm
NOTE: the template will be in Read-only form. Save a separate copy to
your computer and edit the document.
Work Role LLN Evaluation Form
(Username: learner Password: studyhard)
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Confirm the training and assessment needs with the client
To complete this task, you will need a volunteer to play the role of your
client. They must be briefed on the details of the assessment before you
begin with the role-play.
During your session with the client (volunteer) you must confirm the
details outlined in the TNA draft. You must:
 Advise the client of the training package, qualification
and/or accredited course selected to meet their training
needs
 Advise the candidate of the elective units, skill sets or
accredited modules selected for the program, and provide
your reasons for selecting them.
Your client (volunteer) must complete the TNA Participant Feedback
Form. Before beginning your session with the client (volunteer) you
must brief them on the details of the session. You must also provide
them with the candidate instructions and Participant Feedback Form,
which can be accessed through this link:
Project Brief and Participant Feedback Form
(Username: learner Password: studyhard)
You must review the Participant Feedback Form before completing the
task to get an idea of what you must do during the session.
After completing the task, you must sign the ‘Document Created By’
field as a trainer/assessor from MPTS, while your client (volunteer)
must sign the ‘Approved By’ field as a representative of Best Jobs
Incorporated. Note that both signatures must be hand signed, print off
the page that requires your signatures and scan them for submission.
Note, that during this activity, you will also be assessed for your oral
communication skills. You must demonstrate the following during your
session with the client (volunteer):
 active listening,
 adequate comprehension,
 appropriate use of grammar, vocabulary, and

pronunciation
 using language appropriate to the audience, and
 using language that demonstrates cultural sensitivity and
builds and maintains understanding and rapport with the
client
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Save the candidate’s (volunteer’s) completed Participant Feedback Form
using the filename:
Project 1 -TNAFeedbackForm
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Task 2
Draft your Training Needs Analysis
This project requires you to conduct and document a Training Needs
Analysis (TNA) of the training requirements described in the case study
scenario provided. Draft your TNA using the template provided below.
Remember to consider MPTS’s quality assurance policies and procedures
when completing your TNA. These were provided for you in the Case
Study.
Training Needs Analysis Template 1
(Username: learner Password: studyhard)
1. Identify and source the training package, qualification and/or accredited
course that will satisfy your client’s needs.
2. Read and interpret the qualification framework and packaging rules of
the qualification.
3. Determine and review the following:
 licensing requirements
 prerequisites applicable to the training
 suitable electives that meet your client’s needs and job roles
4. Select a skill set, individual units, or accredited modules to include in the
Training Needs Analysis. Read, analyse, and interpret the units or
accredited modules to determine if they meet the client’s needs.
5. Read and interpret the assessment information of the chosen training
package or accredited course.
6. Once complete, save your TNA using the filename:
Project 1 – TNA1
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Training Needs Analysis 1
Guidance notes are provided for you in the template below for your
reference.
NOTE: The template below is only provided for your reference. You
are required to complete the TNA as a separate document, to be
submitted to your trainer/assessor.
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Training Needs Analysis
Client Training Requirements
Client Name
Contact Details
Contact
Number
Email Address
Purpose of Program
Duration of Program 3 weeks
Number of
Participants
8
Target Learner Group
Overview and
Characteristics
Candidates willing to work as a catering assistant
Training Specifications
Training Package
Title
On the job training with an hourly payment service
Code and Title of
Qualification Catering course
Licensing
Requirements
Food health and safety as per Food safety bill 2016
Pre-requisites
Qualification Rules
Qualification
Framework
AQF Levels:
1 | 2 | 3 | 4 | 5 | 6 | 8
AQF Level
Requirements
Summary
Knowledge 
Skills 
Application
of
Knowledge
and Skills

Course Packaging
Guidance: Select as suitable combination of units using the packaging rules. Note that
the selection of elective units must reflect the job outcome of a Catering Assistant.
Core/Elective Unit Code Unit Name
Core BSBS9808 Ability to be aware of the kitchen functioning
Core BSBS6577 Ability to make effective communication with the
members
Elective BSBS112 Able to negotiate with the customers
Core BSBS4343 Ability to understand the legal requirements related
to food
Core BSBS1322 Identification of ways to deliver food effectively and
quickly
Elective BSBS566 Identify ways to maintain the healthy status of the
food
Core Skills Learner Profile
Names Learning Reading Writing Oral
Communication Numeracy
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Learner Group Skill
Levels 
Core Skill Levels of
Units
Core Skill Levels for
Workplace
Core Skill Levels for
Training
LLN Support Required
Guidance:
You are required to identify at least two resources that can support the LLN skill
development of the target learners. Note these resources beside the relevant learner.
Where no LLN support resources are required, note ‘N/A’
Name Support Required
(resources, specialist consultation, etc.)
Understand the
cleanliness that need to
be maintained
Training with experienced kitchen members are needed
Understand the ways
to provide effective
services
Effective resources such as food delivery truck is required
Document Created By
Name Position Organisation Signature Date
Approved By
Name Position Organisation Signature Date
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Task 3
Seek and use advice from specialist LLN practitioners
1. Source specialist LLN support for the program you are developing. List
the details of two (2) LLN specialists. Draft an email to one (1) of the LLN
specialists you identified. Your email must be a request for training and
assessment idea that can help support the LLN needs of your learning
program participants.
The LLN specialists you list below must be real LLN specialist from a real
organisation.
Note that you do not have to contact the LLN specialist you sourced.
Complete the table below to simulate the task with your trainer/assessor.
Name/organisation
name: RTO Consultant and LLN Specialist
Contact details: Shelley Richards (through LinkedIn))
Source of information: https://www.linkedin.com
Name/organisation
name:
Culturally and Linguistically Diverse(CALD) College
Contact details: Jeremy Harvey CISSP (through LinkedIn)
Source of information: https://www.linkedin.com
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2. Draft your letter in the space provided below. It must be addressed to
one (1) of the LLN specialists you listed above.
Guidance: Simulate this requirement by completing the table below.
To Jeremy Harvey
Subject LLN Supported
Message
Dear Jeremy,
I would like to introduce myself as a presentative of Man
Power Training Services Company and I took
responsibility to train and delivery Certificate I in
Hospitality with entry level for people who will be
catering assistants. I have conducted interview to all of
participants and I realized there are 3 of them need LLN
Support. First of all, please refer below of their
background to be acknowledge of which LLN they need
support.
1. Yon Leong – Just arrived from overseas and
has extensive experience working as a kitchen
hand. English is her second language and has
never been in a training situation previously.
Her written and spoken English skills are
sufficient, but she sometimes has trouble when
asked to read long texts.
2. EriTouma – Eri was born and raised in Japan.
She moved to Australia 1 year ago and has
been studying English to help her gain
employment. Although she is able to
understand written English quite well, she is still
having challenges conversing in English.
3. ShintaroTouma – Shintaro was born and raised
in Japan. He and Eri are siblings. He moved to
Australia about 6 months ago. He is able to
converse in English sufficiently; however, his
English reading and writing skills are quite poor.
4. Thomas Fjelbonde – Danish student in
Australia. His English reading and writing skills
are sufficient; however, his English
conversational skills are still a bit problematic.
Thomas is enrolled in an English Bridging
Program in preparation for commencing his
Bachelors Degree.
I would like to get suggestion from you regarding to
their circusmtnces.
If you have any further query reagarding to their
backgournd or skills, please let me know.
Best Regards.
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3. For the purposes of this assessment, this is the advice given to you by
the LLN specialists you accessed.
“You may consider running one session and then asking the participants if they are
having challenges keeping up with the training. You may want to get their feedback in
individual sessions so you could get more detailed feedback on their LLN challenges
during the session.
Should they find the course too difficult, you will have to discuss with them the challenges
they will potentially encounter in the duration of the training, including the possibility of not
being able to finish the course.
Another option you may consider is to have team teaching delivery in sessions that may
require extra LLN assistance for your participants.”
Sourced from: http://www.ideasthatwork.com.au/videos/lln/team-teaching.mp4
Note that the advice given to you must appear in your Learning Program.
4. Explain how you used the LLN advice to identify the LLN resources you
will use for your learners and learning program:
1. First Session: I will ask them about their thought regarding to this course. Also, I will
explain to them what I need when they are a catering assistant. I will explain to them
about expectation of this course. After that, I will get the idea of what they think in
term of their capacity of completing this course and identify again with their gap
against to course expectation.
2. I will draft the learning plan and distribute to them to let them confirm and aware of
4 weeks plan with 4 session
3. Every single session, I will give some feedback and some resources of their skill and
knowledge’s gap to support more for them such as flash card for role play, website for
LLN Support
https://www.acer.org/au/cspa/lln-resources-for-teaching-and-learning
https://www.llncommunity.com.au/resources/
4. After 4 weeks, I will review their skill again to ensure my learning plan is fit to
them. And basing on that outcome, there could be intervention plan or they are fit
with that plan.
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Project 1 Checklist
At the end of Project 1 you must have completed the following:
Complet
e
1. Work Role LLN Evaluation Form
TAE40116 - Project 1 – WorkRoleLLNForm
Attachment 3 - TAE40116 - Project 1 - LalehNemati -
WorkRoleLLN Form (BSBWOR201)
☒
2. Training Needs Analysis Template 1
Project 1 – TNA1
Attachment 5 - TAE40116 - Project 1 - LalehNemati – TNA1
☒
3. Participant Feedback Form
Project 1 –TNAFeedbackForm
Attachment 4 - TAE40116 - Project 1 - LalehNemati –
TNAFeedbackForm
☒
4. Task 4
As above answers ☒
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Project 2 – Design and Develop Learning Program 1
Project Overview
Project 2 requires you to develop a learning program for a group-based delivery that
meets the needs of your organisation or client as described in the case study provided,
based on the unit:
BSBWOR203 Work effectively with others
The learning program must be designed for the group of candidates identified in the case
study.
There is no specified ‘length’ of the learning program that you design for this project, but
it must be comprehensive enough to allow your assessor to see your ability to ‘chunk’
program content and sequence these ‘chunks’ to ensure a safe, effective learning
progression.
To complete this project, you will need access to the following:
☐ audio recording equipment
(phone, computer, etc.)
☐ templates provided in this Project
☐ a volunteer to play the role of your client
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Task 1
Steps to take:
Use the Learning Program Plan Template provided on the following page to
document your completion of the following steps:
1. Investigate the unit of competency and break the learning content into
manageable segments, and document the timeframe for each segment.
Document your completion of this by preparing the Learning Program
Schedule.
The competency can be broken down into various segments within learning that
includes understanding the manner in which competency can be improved
2. Ensure that all unit requirements are addressed by the Learning
Program and Learning Program Schedule by completing the
Competency Mapping Template provided on the following pages.
3. Remember that you must document the Learning Plan in line with
organisational requirements by completing the Learning Plan template on
the following pages. You must also remember to follow the organisational
protocols, policies and procedures, which have been provided to you in Case
Study 1.
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WHS Requirements
When identifying WHS concerns for the training environment at BJI, refer to the photo
provided below. Consider all possible WHS concerns that must be considered in this
training environment. You must identify two (2) in your Learning Program.
Click here to
access a
high- resolution
version of this photo.
Resources and Equipment
Identify at least three (3) resources and equipment needed for the training
in an industrial kitchen setting, be as specific as possible when listing
sources for available and required resources for the training.
Three requirements include:
Process of cleaning the kitchen
Ability to keep out from sharp objects
Ensuring every resources are kept clean
Training and Assessment Staff Details
For the purposes of Project 2, you can list yourself as the trainer and
assessor for this learning program, with qualifications in Certificate I in
Hospitality and Certificate IV in Training and Assessment.
Program Duration
The allocated duration for delivering this program is three (3) weeks.
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Learning Program 1
Plan your learning program using the learning program template below.
Guidance notes are provided within the template for your reference:
Learning Program
Client Training Requirements
Client Name Best Jobs Incorporated
Contact
Details
Contact
Number 0432 3333 9999
Email
Address [e-mail]
Purpose of
Program Train entry level employee
Duration of
Program
(weeks)
three (3) weeks
Number of
Participants 8 people
Target
Learner
Overview and
Characteristi
cs
List all the
learner
characteristics
of the group. Be
as detailed as
possible.
1. Matilda Jeffries – Works well independently and with others.
Matilda completed a Senior Secondary Certificate last year but to
date has no work history.
2. Norman Howard – Has been a client of BJI for 2 years; however,
this will be Howard’s first placement for training purposes. Works
well with others. Left school after year 10 two years ago; based
on reports, he was a very good student.
3. Yon Leong – Just arrived from overseas and has extensive
experience working as a kitchen hand. English is her second
language and has never been in a training situation previously.
Her written and spoken English skills are sufficient, but she
sometimes has trouble when asked to read long texts.
4. Robert Bentley – Robert has been unemployed for 3 years
following an accident. Previously Robert ran his own small
business which was retail based. Robert wants to re-build his
skills and has jumped at this opportunity.
5. EriTouma – Eri was born and raised in Japan. She moved to
Australia 1 year ago and has been studying English to help her
gain employment. Although she is able to understand written
English quite well, she is still having challenges conversing in
English.
6. ShintaroTouma – Shintaro was born and raised in Japan. He and
Eri are siblings. He moved to Australia about 6 months ago. He is
able to converse in English sufficiently; however, his English
reading and writing skills are quite poor.
7. Thomas Fjelbonde – Danish student in Australia. His English
reading and writing skills are sufficient; however, his English
conversational skills are still a bit problematic. Thomas is
enrolled in an English Bridging Program in preparation for
commencing his Bachelors Degree.
8. Sherry Santos – Filipino student in Australia. Sherry is in her
second year of university completing a Bachelors Degree in
Business. She is very proficient in the written and spoken English.
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Before coming to Australia, she used to work weekends at her
family’s small retail business in the Philippines
Training Specifications
Program Title SIT10216 - Certificate I in Hospitality
Code and Title of
Unit of Competency SIT10216 - Certificate I in Hospitality
Licencing
Requirements
No occupational licensing, certification or specific
legislative requirements apply to this qualification
Pre-requisites There are no entry requirements for the qualification
Training Venue Training Room
Delivery Mode/s Face to face
Units of Competency
Unit Code Unit Title Core/Elective
BSBWOR203 Work effectively with others Core
SITXCCS001 Provide customer information and assistance Core
SITXWHS001 Participate in safe work practices Core
SITXFSA001 Use hygienic practices for food safety Elective
SITHCCC001 Use food preparation equipment Elective
SITHCCC004 Packageprepared foodstuffs Elective
Other Specification/s Included in the Training
Identify any specifications that will be included in the training, you can note how the training
will be contextualised here
Not applicable
Learner Additional Support Needs
List any additional support needs learners might need for their training (e.g. Does the learner
have a disability that might require reasonable adjustment during training/assessment?).
Learner Name Remarks
NA NA
Learner LLN Analysis
Learner Names Learnin
g
Readin
g
Writin
g
Oral
Communicati
on
Numeracy
Matilda Jeffries 3 4 4 4 5
Norman Howard 4 4 4 4 4
Yon Leong 3 2 3 3 3
Robert Bentley 4 4 4 4 4
EriTouma 4 3 3 2 3
ShintaroTouma 3 2 2 3 3
Thomas Fjelbonde 4 3 3 2 3
Sherry Santos 4 4 5 4 5
Overall Learner Group
Core Skills 3 2 2 2 3
Training LLN Analysis
Guidance: From your investigation into the content of the two units, suggest the core skill level
requirements of the training. You may access the ACSF document to help in your
determination of this. It can be found at
https://docs.education.gov.au/system/files/doc/other/acsf_document.docx
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Learnin
g
Readin
g
Writin
g
Oral
Communicati
on
Numeracy
Core Skill
Levels of Work Role 3 3 3 3 2
Overall Core Skill
Levels of Units 3 3 3 3 2
Overall Core Skills
Levels of the Training 3 3 3 3 2
LLN Support Required
If the learners require any LLN support list them here. Include details, if available, of any
referrals to specialists made.
Learner Name Support Required
(resources, specialist consultation, etc.)
Yon Leong Reading: Provide LLN Support as daily basic at beginning of the
work. This training will be taken placed in 4 weeks and 15 mins at
beginning of his work. This is 1:1 support before working. Or
trainer can do role play which be considered as in real situation.
During training, trainer can “check in” with the learners at
frequently intervals including giving time to check progress and
answering questions. Furthermore, Specialist can be considered
for further support if learner still struggle.
EriTouma
Oral Communication: Training is variety, as it depends on
company’s budget. This support will be during before and during
working time. It will be in 4 weeks. We could bring LLN Specialist
and depends on how much budget. Trainer could offer role play
for them to give more idea and more practice by themselves.
Additionally, we can give glossary, encourage them to use
vocabulary, frequently ask questions they refer to learn and
practice. Furthermore, it could be provided DVD about hospitality
scenarios
ShintaroTouma
Reading: Provide LLN Support as daily basic at beginning of the
work. This training will be taken placed in 4 weeks and 15 mins
at beginning of his work. This is 1:1 support before working. Or
trainer can do role play which be considered as in real situation.
During training, trainer can “check in” with the learners at
frequently intervals including giving time to check progress and
answering questions. Furthermore, Specialist can be considered
for further support if learner still struggle.
Writing: Trainer could help to support Daniella with 30mins
session every day after class to review what have she learnt.
Besides that, she needs to breakdown the tasks and doing
checklist to ensure that she is able to complete assessment by
deadline. Furthermore, it is important if she could have use social
media for support such as Facebook or Skype to share
information, communicate with peer or trainer to seek for support
Thomas Fjelbonde
Oral Communication: Training is variety, as it depends on
company’s budget. This support will be during before and during
working time. It will be in 4 weeks. We could bring LLN Specialist
and depends on how much budget. Trainer could offer role play
for them to give more idea and more practice by themselves.
Additionally, we can give glossary, encourage them to use
vocabulary, frequently ask questions they refer to learn and
practice. Furthermore, it could be provided DVD about hospitality
scenarios
Resources and Equipment
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Identify all the resources and equipment learners will need, to complete the training. Identify
where the resources/equipment will be sourced (e.g. purchased online, available in training
venue, etc.)
Resources/
Equipment Available Source
List here the resources that are already available for the training.
Computer with Internet Best Jobs Incorporated
Policy and Procedures In organisation PC
Trainer and Assessor Contact In share folder with students
Resources/
Equipment Required Source
List here the resources that are not currently available and will need to be acquired for the
training.
Printing Materials such as
Powerpoint, flash cash, handout Online
Unit of competency Online
Observation Checklist Need to print off
WHS Requirements of the Training Environment
Describe any WHS concerns for operating equipment or conducting training in the learning
environment.
Storing and recording inventory
Risk Control Plan
You can identify the Likelihood of Incident as either,
Almost certain
Likely
Possible
Unlikely
Rare
For more information on these likelihood definitions please refer to the Incident Reporting
Risk Matrix published by The University of Melbourne here
Incident Reporting Risk Matrix
Training
Hazards
Likelihood
of Incident Possible Severity of Incident Risk Control Plan
Height of track Likely
Could be severe if someone were
to fall or hit their head reaching for
an item on a higher shelf.
Should have shelf to
put all equipment..
Mood be placed
near entry door Likely Could be someone falls down
when slippery
Remove and place
into Cleaning Room
Glaasess on top
of coffee machine Likely Could be falling down to floor Should be remove and
place into shelve.
Training and Assessment Staff Details
Name Role Qualifications Held
LalehNemati
Trainer
Assessor
Support Staff
Certificate I in Hospitality
Certificate IV in Training and Assessment
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Document Created By
Name Position Organisation Signature Date
LalehNemati Trainer and
Assessor 05/12/2018
Approved By
Name Position Organisation Signature Date
AditiyaTalluri Trainer and
Assessor
Homlglens
Institute 05/12/2018
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Learning Program Schedule and Competency Mapping
Mapping: TAEDES401 PC2.1 (p), 3.1(p),3.3, 4.2 (p), 4.1, 4.3 (p), PE1.0 (p) FS1.0, 2.0, 4.0, 7.0 (p)
Complete the template provided to you on the following page. Use this template to create a schedule
incorporating all the subject matter content from the unit of competency.
Guidance:
To ensure successful completion of this task, the Learning Program schedule you design must:
 Demonstrate the learning content broken into manageable segments, with allotted timeframes for each
segment
 Demonstrate compliance to the agreed design options as outlined in the Learning Program

For your reference, below is an example of how to fill in the fields in the template:
Learning Program Schedule
To complete this schedule, specify the date from which the program will start to its end date. Specify how long the training will last in
hours and include a brief content summary of the training for each session. Include all planned learning activities, resources,
equipment and learning outcomes for each session.
Program Timeframe Date From: Date To:
Duration (hrs) 1200 hours
Session Schedule and Resources Required
Session
No.
Time Session Name &
Learning Outcome Content Summary Learning
Activities
Learning
Resources Equipment Delivery
Method
1 9:30 –
10:30
Introduction to Food
Preparation
The learner should, by the end
of this session, be able to
confirm food preparation
requirements, identify the
appropriate knives to use for
specific tasks, prepare food
items using knives, and
confirm the cleanliness of
equipment before use.
Learner will be guided
through the process of
confirming food prep
requirements,
identifying the
appropriate knives to
use for specific tasks,
preparing food items
using knives, and
confirming the
cleanliness of equipment
before use.
Food prep
demonstrati
on using
knives
Handouts Knife set
Guided
facilitatio
n
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Learning Program Schedule
To fill complete this schedule specify the date from which the program will start to its end date. Specify how long the training will last in
hours and include a brief content summary of the training for each session. Include all planned learning activities, resources, equipment
and learning outcomes for each session. The first row has been completed as guidance.
Program Timeframe Date From: 04/12/2018 Date To: 11/12/2018
Duration (hrs) 16 hours
Session Schedule and Resources Required
Session
No.
Time Session Name &
Learning Outcome/s Content Summary Learning
Activities
Learning
Resources Equipment Delivery
Method
1 9:00 –
13:00
Introduction to unit
BSBWOR203 - Work
effectively with others
By the end of this
session, learner gain
better knowledge of
work effectively with
others
Introduction to unit
BSBWOR203 - Work effectively
with others
Ice breaker for class members
to get to know each other as
well as introduce them to the
overall unit. Suggested activity
as follows:
 Write Expectations
at the top of a flip
chart or white
board. When it’s
time for students to
introduce
themselves,
explain that
expectations are
powerful, and that
understanding
them is key to the
success of any
Group
activity:
share their
own
experience
and their
thought
about work
effectively
with others.
They can
write their
thought or
draw images
and present
to others
Handouts Computer
access
Training
Room
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class.
 Tell the group
that you would
like them to:
 Introduce
themselves
 Share their
expectations of
the class
 Add a wild
prediction of the
best possible
outcome should
their
expectations be
met.
 Ask them to be
as specific as
possible, and
encourage
silliness or fun if
you want.
 Debrief - State your
objectives of the course,
review the list of
expectations the group
made, and explain whether
or not, and why, if not, their
expectations will or won't
be covered in the course.
 Introduce the unit and its
requirements.
2 14:00 –
18:00
First element of this
unit
 1.1 Identify own
responsibilities and duties
Trainer can
work with
Handouts Computer
access
Training
Room
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Develop effective
workplace relationships
By the end of this
session, leaner able to
identify their duty and
build up effective
relationship with their
wo-workers
in relation to workgroup
members and undertake
activities in a manner that
promotes cooperation and
good relationships
 1.2 Take time and resource
constraints into account in
fulfilling work requirements
of self and others
 1.3 Encourage,
acknowledge and act on
constructive feedback
provided by others in the
workgroup
The trainer will go through with
leaners regarding to
1. Identify staff’s own
responsibility and
personality
2. Identify benchmark.
3. Showing them with
constructive feedback
4. Research and identify
sources of improvement
them with
questioning
in student
booklet
3 9:00 –
13:00
Contribute to
workgroup activities
By the of this session,
leaner gain better
understanding about
sharing, team work to
achieve organisation
goals.
 2.1 Provide support to team
members to ensure
workgroup goals are met
 2.2 Contribute
constructively to workgroup
goals and tasks according
to organisational
requirements
 2.3 Share information
relevant to work with
workgroup to ensure
designated goals are met
 2.4 Identify and plan
strategies/opportunities for
Case Study of
assessment
booklet
Communicati
on activity or
feedback.
Everyone has
their own
blank paper
and they
draw as
whatever
basing on
trainer told
Handouts Computer
access
Training
Room
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improvement of workgroup
in liaison with workgroup
The trainer will go through with
leaners regarding to
1. Support should be
“must” in your
workplace as you are
work in the team and
under organisation
2. Identity group goals and
contribute effectively to
others
3. Showing them with
constructive feedback
4. Planning to improve
their skills to achieve
group work goals
5. Asking, review and
monitoring feedbacks to
ensure all of staffs are
comfort to work
together
them without
any
discussion or
any
communicati
on. After
that, trainer
will compare
and tell them
about big
difference if
there is no
communicati
on or
feedback be
provided in
work place.
4 14:00 –
18:00
Deal effectively with
issues, problems and
conflict
By the end of this
session, learner able to
work effectively with
other co-workers and
manageable when
conflicts occurred.
 3.1 Respect differences in
personal values and beliefs
and their importance in the
development of
relationships
 3.2 Identify any linguistic
and cultural differences in
communication styles and
respond appropriately
 3.3 Identify issues,
problems and conflict
encountered in the
workplace
 3.4 Seek assistance from
workgroup members when
issues, problems and
Brainstorm
activity:
trainer will
ask students
about what
the conflict in
work
placement
could be
accoutred.
Group
activity:
divided them
into small
group and
doing role
Handouts Computer
access
Training
Room
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conflict arise and suggest
possible ways of dealing
with them as appropriate or
refer them to the
appropriate person
In this session , trainer will go
through knowledge of
workplace’s issue :
6. What are existing
issues, problems and
conflicts
7. What are potential
problems and conflicts
8. How we overcome those
issues
9. Why feedback is quite
important when you
dealing with conflict?
play of
situation of
misunderstan
ding or
conflict at
workplace in
term of
respect their
culture
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Complete the competency map template provided below for BSBWOR203. Check the boxes corresponding to the
sessions in your learning program schedule that will address each unit requirement. For example, if PC1.1, will
be covered in sessions 1 and 2, tick the boxes corresponding to sessions 1 and 2. ALL requirements must be
addressed in the competency map.
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Session - Competency Mapping
Unit Code Element /
Performance Criteria
Session 1
Session 2
Session 3
Session 4
BSBWOR20
3
PC 1.1 Identify own responsibilities and
duties in relation to workgroup members and
undertake activities in a manner that
promotes cooperation and good relationships
x
PC 1.2 Take time and resource constraints
into account in fulfilling work requirements
of self and others
x
PC 1.3 Encourage, acknowledge and act on
constructive feedback provided by others in
the workgroup
x
PC 2.1 Provide support to team members to
ensure workgroup goals are met
x
PC 2.2 Contribute constructively to
workgroup goals and tasks according to
organisational requirements
x
PC 2.3 Share information relevant to work
with workgroup to ensure designated goals
ae met
x
PC 2.4 Identify and plan
strategies/opportunities for improvement of
workgroup in liaison with workgroup
x
PC 3.1 Respect differences in personal values
and beliefs and their importance in the
development of relationships
x
PC 3.2 Identify and linguistic and cultural x
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differences in communication styles and
respond appropriately
PC 3.3 Identify issues, problems and conflict
encountered In the workplace
x
PC 3.4 Seek assistance from workgroup
members when issues, problems and conflict
arise and suggest possible ways of dealing
with them as appropriate or refer them to
the appropriate person
x
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Assessment Requirements
Legend: PE = Performance Evidence; KE = Knowledge Evidence; PC = Performance Criteria
The first rows havebeen filled in for guidance. You can access the IBSA Assessment methods and tools appendix here, for further
guidance.
Unit Code PE KE PC Assessment Methods Location Assessment Tools Assessment Resources
(equipment, etc.)
BSBWOR20
3
1 Observation in simulated
work environment
BJI
Training
Centre
 observation
checklist
 assessor guide
 instructions to
candidates and
assessors
Blenders, Food
Processors, Graters, Knife
Sharpening Equipment,
Knives, Mandolin Slicers,
Measures, Mouli, Peelers,
Corers or Slicers,
Planetary Mixers, Scales,
Thermometers, Whisks
2.1
Observation in simulated
work environment
BJI
Training
Centre
 observation
checklist
 assessor guide
 instructions to
candidates and
assessors
Blenders, Food Processors,
Graters, Knife Sharpening
Equipment, Knives, Mandolin
Slicers, Measures, Mouli,
Peelers, Corers or Slicers,
Planetary Mixers, Scales,
Thermometers, Whisks
Computer
2.2
Observation in simulated work
environment
BJI Training
Centre
 observation
checklist
 assessor guide
 instructions to
candidates and
assessors
Blenders, Food Processors,
Graters, Knife Sharpening
Equipment, Knives, Mandolin
Slicers, Measures, Mouli,
Peelers, Corers or Slicers,
Planetary Mixers, Scales,
Thermometers, Whisks
Computer
2.3 Observation in simulated work
environment
BJI Training
Centre
 observation
checklist
 assessor guide
Blenders, Food Processors,
Graters, Knife Sharpening
Equipment, Knives, Mandolin
Slicers, Measures, Mouli,
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 instructions to
candidates and
assessors
Peelers, Corers or Slicers,
Planetary Mixers, Scales,
Thermometers, Whisks
Computer
2.4 Observation in simulated work
environment
BJI Training
Centre  observation
checklist
 assessor guide
 instructions to
candidates and
assessors
Blenders, Food Processors,
Graters, Knife Sharpening
Equipment, Knives, Mandolin
Slicers, Measures, Mouli,
Peelers, Corers or Slicers,
Planetary Mixers, Scales,
Thermometers, Whisks
Computer
2.5 Observation in simulated work
environment
BJI Training
Centre  observation
checklist
 assessor guide
 instructions to
candidates and
assessors
Blenders, Food Processors,
Graters, Knife Sharpening
Equipment, Knives, Mandolin
Slicers, Measures, Mouli,
Peelers, Corers or Slicers,
Planetary Mixers, Scales,
Thermometers, Whisks
Computer
3 Essay BJI Training
Centre
Written Questions
Blenders, Food Processors,
Graters, Knife Sharpening
Equipment, Knives, Mandolin
Slicers, Measures, Mouli,
Peelers, Corers or Slicers,
Planetary Mixers, Scales,
Thermometers, Whisks
Computer
1 Multiple-choice answer test BJI Training
Centre
Multiple Choice
Blenders, Food Processors,
Graters, Knife Sharpening
Equipment, Knives, Mandolin
Slicers, Measures, Mouli,
Peelers, Corers or Slicers,
Planetary Mixers, Scales,
Thermometers, Whisks
Computer
2 Multiple-choice answer test BJI Training
Centre
Multiple Choice Blenders, Food Processors,
Graters, Knife Sharpening
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Equipment, Knives, Mandolin
Slicers, Measures, Mouli,
Peelers, Corers or Slicers,
Planetary Mixers, Scales,
Thermometers, Whisks
Computer
3 Multiple-choice answer test BJI Training
Centre
Multiple Choice Blenders, Food Processors,
Graters, Knife Sharpening
Equipment, Knives, Mandolin
Slicers, Measures, Mouli,
Peelers, Corers or Slicers,
Planetary Mixers, Scales,
Thermometers, Whisks
Computer
1.1 Multiple-choice answer test BJI Training
Centre
Multiple Choice Blenders, Food Processors,
Graters, Knife Sharpening
Equipment, Knives, Mandolin
Slicers, Measures, Mouli,
Peelers, Corers or Slicers,
Planetary Mixers, Scales,
Thermometers, Whisks
Computer
1.2 Multiple-choice answer test BJI Training
Centre
Multiple Choice Blenders, Food Processors,
Graters, Knife Sharpening
Equipment, Knives, Mandolin
Slicers, Measures, Mouli,
Peelers, Corers or Slicers,
Planetary Mixers, Scales,
Thermometers, Whisks
1.3 Multiple-choice answer test BJI Training
Centre
Multiple Choice Blenders, Food Processors,
Graters, Knife Sharpening
Equipment, Knives, Mandolin
Slicers, Measures, Mouli,
Peelers, Corers or Slicers,
Planetary Mixers, Scales,
Thermometers, Whisks
Computer
2.1 Project BJI Training Case Study Blenders, Food Processors,
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Centre Graters, Knife Sharpening
Equipment, Knives, Mandolin
Slicers, Measures, Mouli,
Peelers, Corers or Slicers,
Planetary Mixers, Scales,
Thermometers, Whisks
Computer
2.2 Project BJI Training
Centre
Case Study Blenders, Food Processors,
Graters, Knife Sharpening
Equipment, Knives, Mandolin
Slicers, Measures, Mouli,
Peelers, Corers or Slicers,
Planetary Mixers, Scales,
Thermometers, Whisks
Computer
2.3 Project BJI Training
Centre
Case Study Blenders, Food Processors,
Graters, Knife Sharpening
Equipment, Knives, Mandolin
Slicers, Measures, Mouli,
Peelers, Corers or Slicers,
Planetary Mixers, Scales,
Thermometers, Whisks
Computer
2.4 Project BJI Training
Centre
Case Study Blenders, Food Processors,
Graters, Knife Sharpening
Equipment, Knives, Mandolin
Slicers, Measures, Mouli,
Peelers, Corers or Slicers,
Planetary Mixers, Scales,
Thermometers, Whisks
Computer
3.1 Role-play BJI Training
Centre
Role Play Blenders, Food Processors,
Graters, Knife Sharpening
Equipment, Knives, Mandolin
Slicers, Measures, Mouli,
Peelers, Corers or Slicers,
Planetary Mixers, Scales,
Thermometers, Whisks
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Computer
3.2 Role-play BJI Training
Centre
Role Play Blenders, Food Processors,
Graters, Knife Sharpening
Equipment, Knives, Mandolin
Slicers, Measures, Mouli,
Peelers, Corers or Slicers,
Planetary Mixers, Scales,
Thermometers, Whisks
Computer
3.3 Role-play BJI Training
Centre
Role Play Blenders, Food Processors,
Graters, Knife Sharpening
Equipment, Knives, Mandolin
Slicers, Measures, Mouli,
Peelers, Corers or Slicers,
Planetary Mixers, Scales,
Thermometers, Whisks
Computer
3.4 Role-play BJI Training
Centre
Role Play Blenders, Food Processors,
Graters, Knife Sharpening
Equipment, Knives, Mandolin
Slicers, Measures, Mouli,
Peelers, Corers or Slicers,
Planetary Mixers, Scales,
Thermometers, Whisks
Computer
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Supplementary Task 1 – Learning Program Resources
Source and review at least two (2) available learning resources from any
of the following:
 your workplace
 online
 from industry experts, and so on.
These learning resources must be relevant to the learning program you
are developing.
1. Submit the two learning resources that you have reviewed and found
relevant to the learning program you are developing. List the
filenames of the two (2) learning resources you are submitting and
where you have sourced them in the table below:
Learning Resources Sources
a) External
Learning
 https://
www.ramtrainingservices.com
.au/blog/6-skills-and-
characteristics-you-need-to-
work-in-the-hospitality-
industry/
b) My workplace  Student Manual
2. Explain how the learning resources you’ve selected are relevant to
the learning program you are developing. Also, describe the overall
quality of the resources, i.e. currency and reliability.
It supports on how to work effectively with people through 6 key points
and go through feedback.The materials have been selected from external
resource and internal source. Those resources came from RTO which
should be complaint.

3. Customise the learning resources.
You must customise the two (2) learning resources to the LLN needs
of your participants. Consider the following advice:
Advice 1
“Simplify the vocabulary used in your learning materials.”
Advice 2
“Use visual guides or images for your client.”
To complete this task, you must customise one (1) learning resource
according to one (1) advice given above. For example, you chose to
customise Learning Resource 1 according to Advice 2 and Learning
Resource 2 according to Advice 1.
In the table below identify which learning resource you will be
customising according to which advice.
Learning Resource Advice
1. Learning Resource 1 Simple the vocabulary
2. Learning Resource 2 Use visual guides or images for
your client
Once complete you must submit both the original and customised
learning resource using the following filenames:
TAE40116 – Project2 – LearningResource1
TAE40116 – Project2 – LearningResource2
TAE40116 – Project2 – ContextLR1
TAE40116 – Project2 – ContextLR2
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Supplementary Task 2 – Confirm Delivery Strategies
To complete this task, you will need one (1) volunteer to play the role of
your client, they must be briefed on the details of the assessment
beforehand. Note that this can be the same volunteer in Project 1.
You must walk the client (volunteer) through the competency standards
(or other training specifications the learning program is based on),
delivery strategies, required assessment methods and tools that you
identified in the Learning Program and Learning Program Schedule and
Competency Map. You must also provide the client with appropriate
advice regarding the assessment requirements for the competency
standard.
During your session, your client (volunteer) must agree with the delivery
strategies, required assessment methods and tools you discuss with
them.
You will be required to submit an audio recording of your session with
the client (volunteer) for assessment. Submit your audio recording as:
TAE40116 – Project2 –ConfirmationSession
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Supplementary Task 2: Marking Result Form (For Inspiree Trainer and
Assessor)
This form is for you to complete. For a satisfactory result, the candidate’s
audio recording of their confirmation session with the client (volunteer)
meets all the criteria outlined below. A separate copy of the form must be
completed. This can be accessed here.
Once completed, sign and date the declaration field at the end of the
form.
Project 2 Supplementary Task 2: Marking Result Form
Legend:
For each statement select,
S – Satisfactory, if the candidate has satisfactorily met the assessment criteria
below
NYS – Not yet satisfactory, if the candidate has not yet satisfactorily met the
assessment criteria below
Once completed, sign and date the Assessor Declaration section at the end of
the form.
Assessment Criteria S NYS
1. The candidate confirmed the delivery strategies with the
client (volunteer). ☐ ☐
2. The candidate confirmed the required assessment methods
and tools with the client (volunteer). ☐ ☐
3. The candidate used information and communications
technology (ICT) based tools to complete this task. ☐ ☐
4. The candidate confirmed the competency standards, or
other training specifications the learning program is based
on.
☐ ☐
5. The candidate provided the client with appropriate advice
on the assessment requirements for the unit of competency
the learners will be assessed against.
☐ ☐
The candidate used appropriate communication techniques
to provide and elicit information from the client, confirm
their understanding of the assessment requirements and
communicate conclusions with them.
☐ ☐
Assessor Declaration
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By affixing my signature below, I am declaring that this document is a true
and accurate record of the candidate’s performance.
Project 2 Checklist
At the end of Project 2 you must have completed the following:
Complete
d
1. Learning Program 1
Attachment 6 - TAE40116 - Project 2 - Learning
Program (BSBWOR203)
☒
2. Learning Program Schedule and Competency
Mapping
As above
☒
3. Supplementary Task 1
As above ☒
4. Learning Resources
TAE40116 – Project2 – LearningResource1
TAE40116 – Project2 – LearningResource2
TAE40116 – Project2 – ContextLR1
TAE40116 – Project2 – ContextLR2
Attachment 7 - TAE40116 – Project2 – LalehNemati -
LearningResource1
Attachment 8 - TAE40116 – Project2 – LalehNemati –
LearningResource2
Attachment 9 - TAE40116 – Project2 – LalehNemati -
ContextLR1
Attachment 10 - TAE40116 – Project2 – LalehNemati –
ContextLR2
☒
5. Confirmation Session Audio Recording ☒
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TAE40116 – Project2 – ConfirmationSession
Attachment 11 - TAE40116 – Project 2 – LalehNemati -
ConfirmationSession
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Project 3 – Evaluate Learning Program
Project Overview
This project requires you to review the complete program with key
stakeholders to find areas for improvement and make the
adjustments as required. To ensure successful completion of this
project, follow the steps below and complete the evaluation form
provided on the following page.
To complete this project, you will need access to the following:
☐ audio recording equipment
(phone, computer, etc.)
☐ a computer
☐ templates provided in this Project
☐ a volunteer to play the role of your client
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Step 1
To complete this Project, you will need one (1) volunteer to play the part
of your key stakeholder. These may be the same volunteer that took part
in the previous projects. Where possible, find a volunteer with a
Certificate IV qualification in Training and Assessment. Write their name
and contact information below.
Name Contact Number Email Address
AdityaTalluri 0425800811 [e-mail]
Your volunteer must be briefed about the details of the completed
learning program before proceeding with the task. You can provide them
a copy of the Learning Plan, the Competency Map, Learning Program
Schedule, and other relevant documents that will help you conduct the
review of the learning program such as:
 units of competency
 training package
 LLN advice, and so on.
They must also be informed that your assessor may contact them for
confirmation purposes.
You must submit an audio recording of your review of the learning
program with your key stakeholder (volunteer) for assessment.
Review the program with your key stakeholder (volunteer). During your
conversation, you must seek feedback on the learning support you
included in the program. Once complete submit your audio recording
using the filename:
TAE40116 – Project3 - Evaluation
T
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Step 2Please refer Attachment 13 - TAE40116 - Project 3 - Screenshot
Review your completed learning program with your trainer/assessor by
sending them an email.
Send your trainer/assessor a copy of the Learning Program. Make sure to
seek feedback on the learning support you have included in the program.
Send a copy of your Learning Program, Learning Program Schedule and
Competency Map along with your email.
To complete this part of the project you must post a screenshot of your
assessor’s response here.
Screenshot
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Step 3
Adjust your Learning Program, if necessary.
Look at the feedback you received from your key stakeholders and
determine if you need to adjust your Learning Program 1.
Do you need to make adjustments to your Learning Program 1?
☐ Yes
☒ No
If you do, revise your Learning Program 1 and submit this as:
TAE40116 – Project 3 – RevisedLP1
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Project 3 Checklist
At the end of Project 3 you must have completed the following:
Completed
1. Step 1
As above
☒
2. Evaluation Session Audio Recording
TAE40116 – Project3 – Evaluation
Attachment 12 - TAE40116 - Project 3 - LalehNemati -
Evaluation
☒
3. Step 2
Attachment 13 - TAE40116 - Project 3 - Screenshot
☒
4. Step 3
Not applicable
☒
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Case Study 2 – Housekeeping Assistant Training
Case Study 2 provides you with a detailed scenario and all the
information you will require to complete Project 4: Conduct a training
needs analysis 2
SCENARIO
Best Jobs Incorporated (BJI) was very pleased with the training program you have
created for their Catering Assistant participants, and has also approached Man Power
Training Services (MPTS) to create the training program for their Housekeeping
Assistant Group.
You’ve been assigned to create the said program for BJI. Your task is to design a plan
that will provide participants the necessary qualifications to apply for an entry level
position as housekeeping assistants.
BJI is looking to train eight (8) candidates in line with nationally recognised standards
through a relevant certificate 1 qualification.
The overall training should take place over a six (6) month period.
In line with the previous requirement for the catering assistant program, the
following units must be included in the course, and must be grouped together in one
learning program:
SITXCCS001 Provide customer information and assistance
and
BSBWOR203 Work effectively with others
This will allow participants from the Catering Assistant Training Group join the
sessions without having to take units only specific to the training for housekeeping
assistants.
The training can be held at BJI’s training centre which has all the necessary resources
to conduct the training and assessment.
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Note the following candidate information:
1. Vicky Sheokeen
Vicky is born and raised in India. He moved with his brother, Kapil to
Australia to work as housekeeping assistants for a local hotel run by
their uncle. Vicky still requires assistance in understanding written and
spoken English.
2. KapilSachdeva
Kapil is Vicky’s brother, and is also born and raised in India. They
moved together to work as housekeeping assistants for local hotel run
by their uncle. Like Vicky, Kapil also still requires assistance in
understanding written and spoken English.
3. Juan Pedro
Juan Pedro is a Filipino student in Australia looking for a part time job
as a housekeeping assistant while completing his studies. English is his
second language.
4. JiyoonJeong
Jiyoon is born and raised in Korea. She has been staying in Australia for
the past year as a full-time student, learning English as second
language. Her English reading and writing skills are sufficient to
complete the training; however, she still struggles a bit with her English
listening and speaking skills and still requires an English dictionary
handy. She wants to work as housekeeping assistant.
5. Eunji Park
Eunji is born and raised in Korea but is attending her 3rd year in
university in Australia. English is her second language. She is
comfortable with reading and writing in English but sometimes has
trouble when conversing with others. She will be taking a year off from
school and wants to work as housekeeping assistant during this period.
6. Adam Martin
Adam Martin just finished high school in Australia and is looking to
work as a housekeeping assistant before pursuing higher education. He
has not had any formal vocational training.
7. Stella Chapman
Stella Chapman completed a couple of freshman units at a local
university studying culinary arts before giving birth to her first child.
She wants to work part time as a housekeeping assistant.
8. Betty Christopher
Betty Christopher is a catering assistant and would like to expand her
skills by completing the housekeeping assistant training too.
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Other requirements of the client:
 Must be based on a current certificate 1 qualification and
current units
 Must be based on qualifications for housekeeping assistants
 Must also include the following unit:
SITXWHS001 Participate in safe work practices
 Must be in compliance with BJI’s Workplace Health and Safety
Policy located here:
BJI Workplace Health and Safety Policy
(Username: learnerPassword: studyhard)
 Must reflect the results of the results of the LLN Assessments
conducted by BJI and MPTS for the clients.
Names Learning Reading Writing Oral
Communication Numeracy
Vicky
Sheokeen
2 1 1 2 2
KapilSachdeva 2 1 1 2 3
Juan Pedro 3 3 3 3 3
JiyoonJeong 4 2 2 3 2
Eunji Park 4 3 3 2 3
Adam Martin 4 3 3 3 3
Stella
Chapman
3 3 3 3 3
Betty
Cristopher
4 4 3 3 3
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Project 4 – Training Needs Analysis 2
Project Overview
This project requires you to conduct and record a Training Needs
Analysis (TNA) on BJI’s training requirements described in the case
study scenario provided. To ensure successful completion of this
project, follow the steps provided below.
To complete this project, you will need access to the following:
☐ audio recording equipment
(phone, computer, etc.)
☐ templates provided in this Project
☐ a volunteer to play the role of your client
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Task 1
Determine the Work Role LLN Requirements of the training.
Using the job description and Work Role LLN Evaluation Form
provided in the links below, determine the Work Role LLN levels
required for the housekeeping assistant role.
Housekeeping Assistant Job Description
(Username: learner Password: studyhard)
Note that you can remove the ACSF levels that are not appropriate
for the training. For example, if you selected ACSF Level 2 for
Reading, you can remove the fields for Reading ACSF Level 1, 3 – 5
from the template before submission. The same can be done for the
other Foundation Skills.
Once complete, save the Work Role LLN Evaluation Form as:ProjecP
TAE40116 - Project 4 – WorkRoleLLNForm
Work Role LLN Evaluation Form
(Username: learner Password: studyhard)
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Confirm the training and assessment needs with the client
To complete this task, you will need a volunteer to play the role of your
client. They must be briefed on the details of the assessment before you
begin with the role-play.
During your session with the client (volunteer) you must confirm the
details outlined in the TNA draft. You must:
 Advise the client of the training package, qualification
and/or accredited course selected to meet their training
needs
 Advise the candidate of the elective units, skill sets or
accredited modules selected for the program, and provide
your reasons for selecting them.
Your client (volunteer) must complete the TNA Participant Feedback
Form. Before beginning your session with the client (volunteer) you
must brief them on the details of the session. You must also provide
them with the candidate instructions and Participant Feedback Form,
which can be accessed through this link:
Project Brief and Participant Feedback Form
(Username: learner Password: studyhard)
You must review the Participant Feedback Form before completing the
task to get an idea of what you must do during the session.
After completing the task, you must sign the ‘Document Created By’
field as a trainer/assessor from MPTS, while your client (volunteer)
must sign the ‘Approved By’ field as a representative of Best Jobs
Incorporated. Note that both signatures must be hand signed, print off
the page that requires your signatures and scan them for submission.
Note, that during this activity, you will also be assessed for your oral
communication skills. You must demonstrate the following during your
session with the client (volunteer):
 active listening,
 adequate comprehension,
 appropriate use of grammar, vocabulary, and

pronunciation
 using language appropriate to the audience, and
 using language that demonstrates cultural sensitivity and
builds and maintains understanding and rapport with the
client
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Save the candidate’s (volunteer’s) completed Participant Feedback Form
using the filename:
Project 4 -TNAFeedbackForm
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Task 2
Draft your Training Needs Analysis
This project requires you to conduct and document a Training Needs
Analysis (TNA) of the training requirements described in the case study
scenario provided. Draft your TNA using the template provided below.
Remember consider MPTS’s quality assurance policies and procedures
when completing your TNA. These were provided for you in the Case
Study.
Training Needs Analysis Template 2
(Username: learner Password: studyhard)
1. Identify and source the training package, qualification and/or
accredited course that will satisfy your client’s needs.
2. Read and interpret the qualification framework and packaging rules
of the qualification.
3. Determine and review the following:
 licensing requirements
 prerequisites applicable to the training
 suitable electives that meet your client’s needs and job roles
4. Select a skill set, individual unit, or accredited module. Read, analyse,
and interpret the unit or accredited module to determine if it meets
the client’s needs.
5. Read and interpret the assessment information of the chosen training
package or accredited course.
6. Once complete, save your TNA Draft.
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Project 4 Checklist
At the end of Project 4 you should have completed the following:
Complete
d
1. Work Role LLN Evaluation Form
TAE40116 - Project 4 – WorkRoleLLNForm
Attachment 14 - TAE40116 - Project 4 - LalehNemati -
WorkRoleLLNForm
☒
2. Training Needs Analysis Template 1
Project 4 – TNA2
Attachment 16 - TAE40116 - Project 4 - LalehNemati - TNA2
☒
3. Participant Feedback Form
Project 4–TNAFeedbackForm
Attachment 15 - TAE40116 - Project 4 - LalehNemati -
TNAFeedbackForm
☒
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Case Study 3 – Cascade Peak Training Institute
Case Study 3 provides you with a detailed scenario and all the
information you will require to complete Project 5: Design and Develop
Learning Program 2
SCENARIO
Cascade Peak Performance Training Institute (CPPTI)
You are working as a Trainer and Assessor for Cascade Peak
Performance Training Institute. The manager from Adventure Events
Marketing (AEM) has contacted you and asked you to develop a learning
program for the unit BSBCMM401 Make a Presentation for eight (8) of
their staff. They want to ensure that their staff take a standard and
consistent approach to preparing presentations.
Your brief is to contextualise the unit specific to the needs of the client:
- Presentation strategies commonly used at work:
 Oral presentation
 Demonstration
- Standard presentation formats used at work:
 PowerPoint
 Storyboards
- Preferred visual aids by clients:
 Diagrams, charts and posters
 Whiteboard
You must also consult the contextualisation guidelines for the BSB
Training Package, which you can access here:
BSB Implementation Guidelines
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(Click on the link and refer to the latest release of the Implementation
Guide)
AEM manager Neville Swanson has also provided the following
information on the target participants:
1. Henry Lock
- Worked 5 years at AEM and has been in sales for 2 months.
- Works well independently and enjoys working with new clients.
2. Joanne Bontley
- Employed in the contact centre for 2 years starting as a
consultant and recently transferred to the Training team.
3. Sei Leong
- Just arrived from Hong Kong to join AEM Marketing Team with
extensive experience in event sales and management.
- English is her second language.
4. Jerry Hiva
- Sales Supervisor in AEM’s contact centre for 1 year and would
like to develop within the organisation to become the contact
centre manager.
5. Tom Crockett
- Worked 2 years at AEM and has been in sales for 2 months.
- Works well independently and enjoys working with new clients.
6. Abigail Ciscar
- Recently promoted as an operations manager in the contact
centre.
7. Minh Liu
- A visiting intern from Vietnam and is on her second of a three-year
internship program
- English is her second language.
8. Sam Yang
- A visiting intern from Vietnam and is on her second of a three-year
internship program
- English is his second language.
Neville also advised that AEM’s specialist LLN practitioner has appraised
the unit and has provided this tool outlining the required Core Skill
levels for the unit:
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Some things you need to know to complete this task are:
 AEM has a documented Workplace Health and Safety Policy located
here:
AEM Workplace Health and Safety Policy
(Username: learnerPassword: studyhard)
 The training must be conducted in a 2-day workshop with the
assessment tasks to be built into the workshop.
 AEM does not currently have any existing learning program
resources you can use for this training.
 The Work Role LLN Evaluation fields in this learning program can
be left empty as the participants are a mixed group with different
work roles. When determining the Core Skills Level of the Training,
follow the Core Skill Levels of the Unit.
 BJI has already conducted LLN Evaluations of the candidates the
results are provided for you below.
Learner Names Learnin
g Reading Writing
Oral
Communicatio
n
Numerac
y
Henry Lock 4 4 4 4 4
Joanne Bontley 3 4 4 4 3
Sei Leong 3 4 4 4 4
Jerry Hiva 4 4 4 4 4
Tom Crockett 2 4 4 4 3
Abigail Ciscar 3 4 4 4 4
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ACSF Level
Unit/
element
Learnin
g Reading Writing Oral Numerac
y
BSBCMM401 4.0
1
4.0
2
4.0
3
4.0
4
4.0
5
4.0
6
4.0
7
4.0
8 3.09 3.1
0

Minh Liu 4 4 4 4 4
Sam Yang 4 4 4 4 4
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Project 5 – Design and Develop Learning Program 2
Project Overview
Project 5 requires you to develop a learning program for a group-based delivery that
meets the needs of your organisation or client as described in the case study provided,
based on the unit:
BSBCMM401 Make a presentation
The learning program must be designed for the group of candidates identified in the
case study.
The learning program must be comprehensive enough to allow your assessor to see
your ability to ‘chunk’ program content and sequence these ‘chunks’ to ensure a safe,
effective learning progression.
To complete this project, you will need access to the following:
☐ templates provided in this Project
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Task 1
Steps to take:
Use the Learning Program Plan Template provided on the following page to
document your completion of the following steps:
1. Investigate the unit of competency and break the learning content into
manageable segments, and document the timeframe for each segment.
Document your completion of this by preparing the Learning Program
Schedule.
2. Ensure that all unit requirements are addressed by the Learning
Program and Learning Program Schedule by completing the
Competency Mapping Template provided on the following pages.
3. Note that you must contextualise the unit of competency to the
specifications of the training. Remember to use the information from
the client and contextualisation advice from the training package
developer, both are provided for you in Case Study 3.
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Learning Program 2Please refer Attachment 17 - TAE4-116 - Project 4 -
LalehNemati - Learning Program 2
Plan your learning program using the learning program template below.
Guidance notes are provided within the template for your reference:
Learning Program
Client Training Requirements
Client Name Cascade Peak Performance Training Institute
Contact
Details
Contact
Number 0456 xxx xxx
Email
Address [e-mail]
Purpose of
Program
They want to ensure that their staff take a standard and consistent
approach to preparing presentations.
Duration of
Program
(weeks)
2 days workshop
Number of
Participants 8
Target
Learner
Overview and
Characteristic
s
List all the
learner
characteristics
of the group. Be
as detailed as
possible.
1. Henry Lock
- Worked 5 years at AEM and has been in sales for 2
months.
- Works well independently and enjoys working with
new clients.
2. Joanne Bontley
- Employed in the contact centre for 2 years starting
as a consultant and recently transferred to the
Training team.
3. Sei Leong
- Just arrived from Hong Kong to join AEM Marketing
Team with extensive experience in event sales and
management.
- English is her second language.
4. Jerry Hiva
- Sales Supervisor in AEM’s contact centre for 1 year
and would like to develop within the organisation to
become the contact centre manager.
5. Tom Crockett
- Worked 2 years at AEM and has been in sales for 2
months.
- Works well independently and enjoys working with
new clients.
6. Abigail Ciscar
- Recently promoted as an operations manager in the
contact centre.
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7. Minh Liu
- A visiting intern from Vietnam and is on her second of a three-
year internship program
- English is her second language.
8. Sam Yang
- A visiting intern from Vietnam and is on her second of a three-
year internship program
- English is his second language.
Training Specifications
Program Title TAE40116 Certificate IV in Training and Assessment
Code and Title of
Unit of Competency BSBCMM401 Make a presentation
Licencing
Requirements Not applicable
Pre-requisites Not applicable
Training Venue Training Room
Delivery Mode/s Face to face
Units of Competency
Unit Code Unit Title Core/
Elective
TAEASS401
TAEASS402
TAEASS403
TAEASS502
TAEDEL401
TAEDEL402
TAEDES401
TAEDES401
TAELLN411
BSBCMM401
Plan assessment activities and processes
Assess competence
Participate in assessment validation
Design and develop assessment tools
Plan, organise and deliver group-based learning
Plan, organise and facilitate learning in the workplace
Design and develop learning programs
Use training packages and accredited courses to meet client
needs
Address adult language, literacy and numeracy skills
Make a presentation
Core
Core
Core
Core
Core
Core
Core
Core
Core
Elective
Other Specification/s Included in the Training
Identify any specifications that will be included in the training, you can note how the training
will be contextualised here. Note that when contextualising the training consider the
information provided to you by the client and consider any contextualisation advice produced
by the training package developer.
Not applicable
Learner Additional Support Needs
List any additional support needs learners might need for their training (e.g. Does the learner
have a disability that might require reasonable adjustment during training/assessment?).
Learner Name Remarks
Not applicable Not applicable
LearnerLLN Analysis
Learner Names Learnin
g
Readin
g
Writin
g
Oral
Communication Numeracy
Henry Lock 4 4 4 4 4
Joanne Bontley 3 4 4 4 3
Sei Leong 3 4 4 4 4
Jerry Hiva 4 4 4 4 4
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Tom Crockett 2 4 4 4 3
Abigail Ciscar 3 4 4 4 4
Minh Liu 4 4 4 4 4
Sam Yang 4 4 4 4 4
Overall Learner Group
Core Skills 2 4 4 4 3
Training LLN Analysis
Guidance: From your investigation into the content of the two units, suggest the core skill
level requirements of the training. You may access the ACSF document to help in your
determination of this. It can be found at
https://docs.education.gov.au/system/files/doc/other/acsf_document.docx
Learnin
g
Readin
g
Writin
g
Oral
Communication Numeracy
Core Skill
Levels of Work Role 4 4 4 4 3
Overall Core Skill
Levels of Units 4 4 4 4 3
Overall Core Skill
Levels of the Training 4 4 4 4 3
LLN Support Required
If the learners require any LLN support list them here. Include details, if available, of any
referrals to specialists made.
Learner Name Support Required
(resources, specialist consultation, etc.)
Joanne Bontley consultant
Sei Leong consultant
Tom Crockett consultant
Abigail Ciscar consultant
Resources and Equipment
Identify all the resources and equipment learners will need, to complete the training. Identify
where the resources/equipment will be sourced (e.g. purchased online, available in training
venue, etc.)
Resources/
Equipment Available Source
List here the resources that are already available for the training.
Class room: chair, table Internal, training room
Whiteboard Internal, training room
Projector Internal, training room
Resources/
Equipment Available Source
List here the resources that are not currently available and will need to be acquired
for the training.
Handout, assessments To be printed
Laptop Leaner needs to bring by their own
Notebook and pen Leaner needs to bring by themshleves
WHS Requirements of the Training Environment
Identify all the resources and equipment learners will need, to complete the training.
Identify where the resources/equipment will be sourced (e.g. purchased online,
available in training venue, etc.)
Guidance: You visited the training venue provided by the client and took the following
photos for your records. In the table below, record identified hazards and potential
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risks, and provide a risk control plan. You must identify at least three (3) training
hazards based on the photo below.
Risk Control Plan
You can identify the Likelihood of Incident as either,
Almost certain
Likely
Possible
Unlikely
Rare
For more information on these likelihood definitions please refer to the Incident
Reporting Risk Matrix published by The University of Melbourne here
Incident Reporting Risk Matrix
Training
Hazards
Likelihood
of Incident Possible Severity of Incident Risk Control
Plan
Electrical
Wires Likely Falling down on the floor Tight all up to
Whiteboard be
placed on the
chair
Likely Falling down on the floor
Fill up request
form for tick up
on the wall
Training and Assessment Staff Details
Name Role Qualifications Held
LalehNemati
Trainer X
Assessor X
Support Staff
Certificate IV in TAE
Document Created By
Name Position Organisation Signature Date
Approved By
Name Position Organisation Signature Date
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Learning Program Schedule & Competency Mapping
Complete the template provided to you on the following page. Use this template to create a schedule
incorporating all the subject matter content from the unit of competency.
Guidance:
To ensure successful completion of this task, the Learning Program schedule you design must:
 Demonstrate the learning content broken into manageable segments, with allotted timeframes for each
segment
 Demonstrate compliance to the agreed design options as outlined in the Learning Program

For your reference, below is an example of how to fill in the fields in the template:
Learning Program Schedule
To fill complete this schedule specify the date from which the program will start to its end date. Specify how long the training will last in
hours and include a brief content summary of the training for each session. Include all planned learning activities, resources, equipment and
learning outcomes for each session.
Program Timeframe Date From: 21/12/2018 Date To: 29/12/2018
Duration (hrs) 1200 hours
Session Schedule and Resources Required
Session No.
Time Session Name &
Learning Outcome Content Summary Learning
Activities
Learning
Resources Equipment Delivery
Method
1 9:30 –
10:30
Introduction to Food Preparation
The learner should, by the end of
this session, be able to confirm
food preparation requirements,
identify the appropriate knives to
use for specific tasks, prepare
food items using knives, and
confirm the cleanliness of
equipment before use.
Learner will be guided
through the process of
confirming food prep
requirements, identifying
the appropriate knives to
use for specific tasks,
preparing food items
using knives, and
confirming the cleanliness
of equipment before use.
Food prep
demonstratio
n using
knives
Handouts Knife set
Guided
facilitatio
n
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Learning Program Schedule
To fill complete this schedule specify the date from which the program will start to its end date. Specify how long the training will last in hours and
include a brief content summary of the training for each session. Include all planned learning activities, resources, equipment and learning outcomes
for each session. The first row has been completed as guidance.
Program Timeframe Date From: 27/12/2018 Date To: 29/12/2018
Duration (hrs) 2 days
Session Schedule and Resources Required
Session
No.
Time Session Name &
Learning Outcome/s Content Summary Learning
Activities
Learning
Resources Equipment Delivery
Method
1 9:00-
13:00
Training Needs and
Objective
By the end of this
session, leaner gain
more knowledge of
training needs and
objectives and able to
write learning outcome
of delivey session
1. Welcome
2. Introduction
3. Identify training needs
4. Identify learning needs
5. Write learning outcomes
6. Recap with “to-do” list
Group
Discussion
and write
answer on
blackboard
Student
Manual
Learning
Materials
Whiteboard
Laptop
Pen
Face to face
2 13:30-
17:30
Plan training sessions
By the end of this
session, learner prepare
session plan
1. Introduction
2. Structure of
effective learning
3. Plan a knowledge-
based training
session
4. Plan a skill-based
training session
Work in
group and
writing 1st
part of
session plan
Student
Manual
Learning
Materials
Whiteboard
Laptop
Pen
Face to face
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5. Prepare for delivery
– safety, WHS and
resources
6. Recap” “to do” list
7. Next session topic
3 9:00-
13:00
Delivery training: basics
of effective
communication and
facilitation
By the end of this
session, leaner able to
communicate effectively
to others
1. Introduction
2. Principles of
effective
communication
3. Effective listening
skills
4. Questioning Skills
5. Feedback: giving
and receiving
6. Recap – Checklist of
effective
communication
7. Next session topic
Communicati
on activity:
transfer
message to
client without
saying any
words
Student
Manual
Learning
Materials
Whiteboard
Laptop
Pen
Face to face
4 13:30-
17:30
Plan, organise and deliver
group-based learning
By the end of this
session, leaner able to
delivery to group-based
learning
1. Introduction
2. What is group-
based learning
3. Plan and organise
group-based
learning
4. Facilitate group-
based learning
5. Review group-based
learning
6. Recap: to do” list
7. Next session topic
Work in
group and
writing 2st
part of
session plan
Student
Manual
Learning
Materials
Whiteboard
Laptop
Pen
Face to face
5 9:00-
13:00
Review and record-
keeping 1. Introduction
2. Record training
Go through
questions in
assessment
Student
Manual
Whiteboard
Laptop
Face to face
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By the end of this
session, leaner gain
better knowledge of
record and evaluate
training
information
3. Evaluate training
4. Recap: “to do” list
5. Next session topic
Learning
Materials Pen
6 13:30-
17:30
Preparation for making
presentation and
Assessment
By the end of this
session, leaner will leaner
about presentation tips
as well as trainer will go
through assessments
By the end of this
session, leaner gain more
tip when they present
1. Introduction
2. Presentation tips
3. Recap of whole unit:
making a
presentation
4. Delivery session
schedules
Activity:
Delivery for
10mins in
group of 3
people. On
person will
be student,
one will be
trainer and
last one will
be observer.
Student
Manual
Learning
Materials
Whiteboard
Laptop
Pen
Face to face
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Mapping: TAEDES401 PE1 (p)
Complete the Competency Map template provided below for BSBCMM401. Check the boxes corresponding to the
sessions in your Learning Program Schedule that will address each unit requirement. For example, if PC1.1, will
be covered in Sessions 1 and 2, tick the boxes corresponding to Sessions 1 and 2. ALL requirements must be
addressed in the competency map.
The first rows of each template have been filled in as guidance.

Session - Competency Mapping
To complete this mapping tool, fill in the missing details below. Specify the Element or Performance Criteria to be discussed for a
session/s. The first two rows have been filled for guidance.
Unit Code Element /
Performance Criteria
Session 1
Session 2
Session 3
Session 4
Session 5
Session 6
BSBCMM401
1.1 Plan and document presentation approach
and intended outcomes x
1.2 Choose presentation strategies, format and
delivery methods that match
the characteristics of the target audience,
location, resources and personnel needed
x x
1.3 Select presentation aids,
materials and techniques that suit the format
and purpose of the presentation, and will
enhance audience understanding of key
concepts and central ideas
x
1.4 Brief others involved in the presentation on
their roles/responsibilities within the
presentation
x x x x
1.5 Select techniques to evaluate presentation
effectiveness
2.1 Explain and discuss desired outcomes of the
presentation with the target audience x x
2.2 Use presentation aids, materials and x x

examples to support target audience
understanding of key concepts and central
ideas
2.3 Monitor non-verbal and verbal
communication of participants to promote
attainment of presentation outcomes
x
2.4 Use persuasive communication techniques
to secure audience interest x
2.5 Provide opportunities for participants to
seek clarification on central ideas and concepts,
and adjust the presentation to meet participant
needs and preferences
x x
2.6 Summarise key concepts and ideas at
strategic points to facilitate participant
understanding
x x
3.1 Implement techniques to review the
effectiveness of the presentation x x
3.2 Seek and discuss reactions to the
presentation from participants or from key
personnel involved in the presentation
x
3.3 Utilise feedback from the audience or from
key personnel involved in the presentation to
make changes to central ideas presented
x x
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Assessment Requirements
Assessment includes:
1. Task 1: Questioning: short answer
2. Task 2: Project: delivery in a group of people and make a presentation
 Design a session plan including background info, identify needs
 Design learning material
 Observation Checklist
 Self-Reflection
 Feedback forms
Legend: PE = Performance Evidence; KE = Knowledge Evidence; PC = Performance Conditions
The first row has been filled in for guidance. You can access the IBSA Assessment methods and tools appendix here, for further
guidance.
Unit Code PC PE KE PC Assessment Methods Location Assessment Tools Assessment Resources
(equipment, etc.)
BSBCMM401 1.1
Project
Training
Room
Design of session plan
including background info
and identify needs
Computer
Word software
Student guide
1.2 Short Answer
Project
Training
Room
Questioning: about learning
styles, learning principles
Project: Design of session
plan including background
info and identify needs
Computer
Word software
Student guide

1.3
Short Answer
Project
Training
Room Questioning: presentation
aid,
Project: Design of session plan
including background info and
identify needs, design materials
Computer
Word software
Student guide
1.4 Projects Training
Room Projects: Design of session plan
including background info and
identify needs,
Computer
Word software
Student guide
1.5 Projects Training
Room Project: Self-reflections,
feedback forms
Computer
Word software
Student guide
2.1 Projects Training
Room Project: Observation Checklists
Computer
Word software
Student guide
2.2 Short answer
Projects
Training
Room Question: presentation aid
Project: Observation Checklists
Computer
Word software
Student guide
2.3 Projects Training
Room Project: Observation Checklists
Computer
Word software
Student guide
2.4 Projects Training
Room Project: Observation Checklists
Computer
Word software
Student guide
2.5 Projects Training
Room Project: Observation Checklists
Computer
Word software
Student guide
2.6 Projects Training
Room
Project: Observation Checklists Computer
Word software
Student guide
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3.1 Projects Training
Room Project: Self-reflections,
feedback forms
Computer
Word software
Student guide
3.2 Projects Training
Room Project: Self-reflections,
feedback forms
Computer
Word software
Student guide
3.3 Projects Training
Room Project: Self-reflections
Computer
Word software
Student guide
1.1 Projects Training
Room Project: Observation Checklists
Computer
Word software
Student guide
1.2 Projects Training
Room Project: Design Materials
Computer
Word software
Student guide
2 Short Answer
Projects
Training
Room Question: evaluate training
Project: Observation Checklists
Computer
Word software
Student guide
1 Short Answer
Projects
Training
Room Questions: Evaluate Training
Project: Self-Reflection,
Feedback Forms
Computer
Word software
Student guide
2 Short Answer Training
Room Questions: Identify
needs,WHS, Evaluate
Training, Records
Computer
Word software
Student guide
3 Short Answer Training
Room Question: Presentation Aids
Computer
Word software
Student guide
4 Short Answer
Projects
Training
Room
Questions: Presentation Aids
Project: Design Materials
Computer
Word software
Student guide
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1 Projects Training
Room Project: Design Materials
Computer
Word software
Student guide
2 Short Answer
Projects
Training
Room Questions: Presentation Aids
Project: Design Materials
Computer
Word software
Student guide
3 Projects Project: Observation
checklists, Feedback forms
Computer
Word software
Student guide
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Supplementary Task 1 – Compare Training Packages
1. Compare the current BSB Training Package to its superseded version
on training.gov.au. Identify at least three (3) changes that have been
made to the Training Package. List these changes below.
- Added more qualification under current BSB training packages
- Added and removed units
- Updated skill set
2. Look at BSBCMM401 and compare it to its superseded equivalent.
Identify at least three (3) changes that have been made to the unit of
competency. List these changes below.
- Modification History
- Training packages include for this unit has been limited into 17
training packages.
- Qualifications includes for this unit has been limited
- Updated name of “performance evidence”, “knowledge
evidence” and “assessment condition”. The content is same but
re-structure.
3. After comparing the current and superseded units, determine if you
need to make changes to the Learning Program you have developed
for this unit of competency. Tick the correct box below.
Do you need to make changes to the Learning Program you have
developed?
☐ Yes
☒ No
If you selected yes, submit your rectified Learning Program as:
Project 5 – LPv2.0
You can access a copy of the Learning Program Template here:
Learning Program Template
(Username: learnerPassword: studyhard)

Supplementary Knowledge Questions
1. List two (2) examples of critical LLN skills essential to workplace
performance in the Marketing industry. Complete the table below:
Guidance:
 In the “LLN Skill” column, write “L” for Learning, “R” for
Reading, “O” for Oral Communication, “W” for Writing, and
“N” for Numeracy.
 In the “Details” column, write specific tasks demonstrating
the skills
 In the “Workplace Application” column, explain how the
skill relates to the workplace
LLN Skill Details Workplace Application
O – Oral
Communicati
on
 Understand and
communicate effectively
to clients
 Develop and maintain
effective communication
as well as relationship
 Ability to speak clearly
and logically
 Ability to interest clients
 Listening to instruction
and effectively
communicating to
clients including
interpreting client’s
needs. Workplace
documents
R-Reading  Ability understand
complex texts
 Ability to select and
apply procedures
 Interpreting
organisation’s
documents
 Interpreting
organisation’s policy
and procedures
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2. List two (2) examples of cultural sensitivities and two (2) examples of
social sensitivities relevant to communicating with individuals who are
identified as requiring LLN support:
2.1 Cultural sensitivities
i. Encourage development of learning
ii. Ensure training is provided
2.2 Social sensitivities
iii. Encourage the spread of reading in society.
iv. Ensure society can understand the code used by the people
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3. Explain two examples of techniques you use for evaluating your own
training and assessment practice
3.1 Technique 1:
Feedback: gathering feedback from a variety resources, we can
evaluate feedback and improvement including
1. Strengths of support provided: learning process and
instructional techniques used, assessment strategies, materials,
2. Chances to improve
3. Ways to make recommendation improvements next time
3.2 Technique 2: Evaluating effective of LLN support. The best
practice techniques I use to evaluate the effectiveness of LLN
support provided within my own training and assessment
practice that is mentoring and coaching leaner through
observation to ensure meet LLN need. Also, there is appropriate
support and guideline for learner within sufficient time to let
them able to complete the work. And giving effective feedback is
considered as important. Effective feedback can bring more
benefit to learner and also trainer as they able to see their
strength and weakness. From there, they able to improve
themselves.
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4. Identify possible sources of resources, strategies and LLN
support in your own organisation.
In the spaces provided below the possible internal sources of LLN
resources, strategies and LLN support in your organisation. You
must identify two (2) of each and include any procedures you
must follow when accessing them.
LLN Resources
Source: Websites
LLN Robot
Procedures:
Leaner needs to do pre-test (pre-training assessment
tool) before commencing the course. Basing learner’s
result, they will gain more support to reach appropriate
level before process.
Source: LLN specialist who have appropriate qualification and skill
to able to help with LLN.
Procedures:
After going through internal which support from
organisation, learner will require from external people
who qualified in LLN Support
Learning Strategies
Source: Websites: LLN Robot
Procedures:
Leaner needs to do pre-test (pre-training assessment
tool) before commencing the course. Basing learner’s
result, they will gain more support to reach appropriate
level before process. After identify barrier, trainer can
arrange English support by weekly in specific time. And
then, leaner required to re-do the test after finishing
English training.
Source: LLN specialist who have appropriate qualification and skill
to able to help with LLN
Procedures: Specialist can give support for leaner by giving training
session which focus on what skills they are lacking.
Furthermore, leaner can give feedback to see whether
learning strategies working.
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LLN Support
Source: Websites: LLN Robot
Procedures:
Leaner needs to do pre-test (pre-training assessment
tool) before commencing the course. Basing learner’s
result, they will gain more support to reach appropriate
level before process. After identify barrier, trainer can
arrange English support by weekly in specific time. And
then, leaner required to re-do the test after finishing
English training. It also can be support online with
available materials
Source: LLN specialist who have appropriate qualification and skill
to able to help with LLN
Procedures: Specialist can give support for leaner by giving training
session which focus on what skills they are lacking.
Furthermore, leaner can give feedback to see whether
learning strategies working. It also can be support online
with available materials
Project 5 Checklist
At the end of Project 5 you should have completed the following:
Complete
d
1. Learning Program 2
Attachment 17 - TAE4-116 - Project 4 - LalehNemati - Learning
Program 2 ☒
2. Learning Program Schedule and Competency Mapping
As above
☒
3. Supplementary Task 1
As above
☒
4. Supplementary Knowledge Questions
As above ☒
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WORKBOOK CHECKLIST
When you have completed assessing the assessment workbook, review the candidate’s
submission against the checklist below:
The candidate has completed all the assessments in the workbook and has
submitted all of the required evidence:
Knowledge Assessment
Case Studies
Case Study 1 – Catering Assistant Training
Project 1 – Conduct training needs analysis 1
Project 2 – Design and develop learning plan 1
Project 3 – Evaluate Learning Program
Case Study 2 – Housekeeping Assistant Training
Project 4 – Conduct training needs analysis 2
Case Study 3 – Cascade Peak Performance Training
Institute
Project 5 – Design and develop learning plan 2
IMPORTANT REMINDER
Candidates must achieve a satisfactory result to ALL assessment tasks to be
awarded COMPETENT for the units relevant to this cluster.
To award the candidate competent in the units relevant to this subject, the candidate
must successfully complete all the requirements listed above according to the
prescribed benchmarks.
End of Document
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Page 148 © Compliant Learning Resources